Teacher’s

Manual
for Primary Makaatib
No Copyright (ɔ)

Title: Teacher’s Manual for Primary Makaatib

Published by: Jamiatul Ulama (KZN)
Ta’limi Board
4 Third Avenue
P.O.Box 26024
Isipingo Beach
4115
South Africa

Tel: +27-31 912 2172

Fax: +27-31 902 9268
E-mail: info@talimiboardkzn.org

Website: www.talimiboardkzn.org

Second edition: Zul Hijjah 1440 / August 2019

Permission is granted for the reprinting this book without any

alterations. A humble request is made to the readers to offer
suggestions, corrections, etc. to improve the quality of this book. May
Allah Ta’ala reward you. The author translators, editors, compilers,
typesetters and their parents, families, Asaatizah and Mashaaikh request
your special duas.
 Contents
1. Introduction …………………………………………… i
2. The Maktab …………………………………………… 1
3. The Teacher …………………………………………… 5
4. Tarbiyah of Children ……………………………….. 12
5. Maktab Syllabus …………………………………….. 29
6. Syllabus Breakdown ……………………………….. 40
7. Teaching Methodology ………………………….. 60
8. Exam Guidelines & Documents ………………. 83
9. Teacher’s Documents ……………………………….. 94
10. Pupil activity ………………………………………….. 111
 Introduction
The Primary Makaatib
It is an indisputable fact that the Ummah is currently passing through a phase of Jaahiliyyah (ignorance).
Indeed there are pockets of people all over the world who are committed to Deen. However most
unfortunately such people make up only a few percent of the entire Ummah.

To dispel this darkness of Jaahiliyyah many efforts of Deen are taking place. The efforts of Da’wat and
Tableegh, the Darul Ulooms and the Khaanqaahs all play a vital role in uplifting the Ummah in all aspects of
Deen. Nevertheless in the current conditions of fitnah and fasaad (mischief and corruption), lack of Deeni
knowledge, Taqwa and a general mindset of materialism, the role of the primary Madrasah-- The Maktab--
has become more important and vital than ever before. In numerous countries of the world, and indeed in
our own country, the Makaatib have become a means of saving the Imaan of thousands and reversing the
tide of Irtidaad (reneging from Islam). It is not possible to fully appreciate the fundamental function that
these Makaatib fulfill in watering the seeds of Imaan which will later flourish, Insha Allah.

The global onslaught upon the Ummah is on many fronts. However, the most dangerous and unfortunately
the most effective is the silent battle that is waged on the hearts and minds of the Ummah, especially our
children. The battle is waged with smiling faces, alluring fashions, deceptive articles and even “exciting”
toys which leave subtle messages in the hearts of our children. Eventually, Muslim children, with Muslim
names but Western hearts and minds grow up without any spirit of Islam in their lives. Apart from a few
practices which they perform in a ritualistic manner, their lives centre around materialism and chasing “fun.”
The true purpose of our existence in this earth is then completely lost.

Thus it is imperative that we recognise the harm of this battle that is being waged on the hearts and minds
of the Ummah. Having recognised it, steps must be taken to safeguard ourselves and our children from this
onslaught. While all the various efforts of Deen are essential, among the vital efforts to safeguard the
Ummah is the effort of the Makaatib. It is becoming the means of stemming the tide of kufr in many parts of
the world. It is indeed, only by inculcating the awareness of Allah Ta’ala together with a sound knowledge of
at least the fundamentals of Deen that will serve as a protection for our children.

Allah Ta’ala declares in the glorious Qur-aan:

“Verily we have revealed the Qur-aan and We indeed are its Protectors”.

The promise of Allah Ta’ala to protect the Qur-aan-e-Kareem is infact a promise to protect Deen. It is a
promise to protect the efforts whereby the Qur-aan is taught and its message established on the face of this
earth. Thus, despite the utmost efforts of the forces of baatil (falsehood) to destroy Deen throughout the
annals of Islamic history, Allah Ta’ala Alone protected His Deen in its pristine purity. While Allah Ta’ala, The
Almighty, The All Powerful, is not in need of any assistance to protect His Deen, indeed there were fortunate
souls in every era who were used as the means for the protection of the Deen of Allah Ta’ala. They

i
presented all their resources, physical energies, time and wealth and thousands even presented their
lives. Allah Ta’ala accepted their sincere efforts and sacrifice and made it a means of guidance for millions
of people.

In the present era, there is a renewed fervour among the forces of baatil to annihilate Islam and the
Muslims. However, there is no need for despondency or even fear. There is only a need for us to sincerely
apply ourselves with increased vigour, determination and dedication. There is a need for us to present
ourselves and beg Allah Ta’ala to accept us as the means for the protection of His Deen. Allah Ta’ala alone
will protect His Deen. It will be our good fortune if we are accepted.

ii
 The
Maktab
 How to Establish a Maktab
 Maktab Administration
 A proper Curriculum and
Syllabi
 Qualified and Experienced
Teachers
 Supervision

1
 The Maktab
By the fadhl of Allah Ta’ala, the Jamiatul Ulama (KwaZulu Natal) has embarked on this struggle in its own
small way. More than two hundred Maktabs (small Madrasahs) with a role of approximately six thousand
six hundred children have been established in a number of areas in KwaZulu Natal as well as the Eastern
Cape.

There is an urgent need to establish more Maktabs for providing elementary Deeni education to the
children of the Ummah.

The Jamiat Makaatib operate under 2 departments. The Ta’limi Board oversees all the Makaatib in the
cities and developed areas. The Sakhulwazi Education Trust oversees the Makaatib in the mainly rural
areas. These Makaatib cater primarily for revert children. Due to the specialized needs of the latter
Makaatib, they are run by a separate department. Both departments nevertheless report to the Makaatib
shura which is headed by Hadhrat Mufti Ebrahim Salehjee Saheb (daamat barakaatuhu) of Isipingo Beach.

Nevertheless the road ahead is very long. While humbling ourselves in front of Allah Ta’ala in gratitude for
what has been achieved, we need to focus ahead towards what has not yet been achieved. May Allah
Ta’ala ease the path ahead and accept us all for this noble and great service to Deen. Aameen.

We make dua to Allah Ta’ala to accept this humble effort and make it a means of sadaqah-e-Jaariyyah for
us all. Aameen.

How to Establish a Maktab

The Maktab system has proved to be among the most vital tools in implementing basic Deeni ta’leem to
the ummat at large. If Makaatib are established in the correct manner, there is great hope that the
jahaalat (ignorance) will be dispelled and people will learn Deen and put it into practice and thereby earn
the success of both dunya and Aakhirat.

The following two questions then arises

1. How does one establish a Maktab?

2. How does one go about running a Maktab in the correct manner?

After many years of working in the Makaatib and after much thought, contemplation and
consultation, our senior Ulama have concluded that in order to run a Maktab efficiently, four
things are necessary.
1. A proper administration of the Maktab.

2. A proper curriculum and syllabi.

3. Qualified and experienced teachers.

4. Supervision.

If in every area Makaatib are established in this manner, there is hope that the winds of hidaayat

2
(guidance) will blow in every corner of the world and the seeds of Imaan will be sowed deep into the
hearts of the children of the ummat.

Firstly, we must understand that to run and establish a Maktab is very easy. Anyone has the potential of
running a Maktab. However, it must be done with ikhlaas (sincerity) and by following the proper
principles of ta’leem (education). Every person should make an intention to establish and run a Maktab
in his area. Every masjid should have a Maktab. There is great hope that the Deen of Allah Ta’ala will
insha Allah spread throughout the entire universe.

1. The Maktab Administration

1. Find a suitable venue to establish a Maktab.

2. There are many Masaajid all over the world. The sehn (courtyards) of the Masaajid could be used
for the Makaatib. If there are no Masaajid in the area, any other public or private room could be
rented or even the public school classrooms could be used in the afternoons for this purpose.

3. Before commencing a Maktab, the senior people in the community must be met and mashwarah
should be made with them. This should also be discussed in the Jumuah talks, so that the people
are well informed of the commencement of the Maktab. Pamphlets could also be made out and
distributed in the schools and other strategic places.

4. Arrangements should be made for the Maktab books, desks, blackboards and other necessary
items for the madrasah to make learning and teaching easier. All necessities for the Maktab must
be arranged by the trustees, e.g. desks, black boards, chalk, charts, kitaabs, toilet and wudhu
facilities, etc.

5. Separate facilities for the boys and girls must be arranged (at the least from grade 4 upwards).

6. If there are more than three Ustaads at the Madrasah, one ustaad should be appointed as the
principal to oversee the day to day needs of the Maktab. This will help in the smooth
administration of the madrasah affairs.

7. The times of the madrasah should be fixed. At least 2½ hours of Maktab ta’leem should be
allocated daily.

8. A nominal fee should be charged to the children. If any child cannot afford the fees, then no
compulsion should be made for him.

9. Constant meetings with parents must be held to discuss issues regarding the madrasah and their
children.

10. Some arrangements should be made for high school, college students and adults. After Fajar is a
good time to teach these pupils. In the same way some kind of arrangements should be made for
the bigger girls and the women in the community.

11. Those children who do not understand English should be taught in their own language. The
syllabus should then be translated for this purpose.

2. A proper Curriculum and Syllabi

1. Have a proper syllabus in place. This must be done with the mashwarah of the senior Ulama-e-

3
 Kiraam in the area. One must also remember that the syllabus is not something that is cast in
stone. This can change according to the need.

3. Qualified and Experienced Teachers

1. It is extremely important to employ pious and righteous teachers whose Qur-aan reading is
excellent. For this it is necessary for the local people to contact the senior Ulama and make some
arrangements to train the ustaads in this field.

2. Teachers should be made to attend ta’leemi workshops in order to improve their levels as well as
their teaching methodologies.

3. One should not look at saving finances and hire unqualified teachers at the Makaatib. Having
incompetent teachers in our Makaatib will throw water over all our efforts. Ensure that we have
good competent teachers to impart quality ta’leem to the children of the ummah.

4. Supervision
1. The local trustees must help to oversee the needs of the Maktab in as far as cleanliness and other
basic needs are concerned.

2. The principal of the Madrasah must from time to time go to each class and ensure that the level
of ta’leem improves. Special attention must be focused on the recitation of the Qur-aan Shareef.

3. Special focus must be made on the tarbiyat of the children. Absenteeism, bad behaviour and
other aspects must be rectified.

4. The Maktab should be affiliated to some Ulama body which will send a supervisor/inspector
regularly to check on the progress of the Maktab. Thereafter in the light of his assessments he
will make suggestions on how to improve the level of ta’leem at the Maktab.

5. Half yearly and final exams should be conducted by external examiners who will award marks to
the children. Examiners should be asked to produce a written report with constructive
suggestions on how to improve the level of ta’leem.

4
 The
Teacher
 The Ideal Teacher
 Advices

5
 The Ideal Teacher
All praise be to ALLAH TA’ALA, the mighty and wise. May peace and salutations be on our beloved Nabi
and master Muhammad (sallallahu alayhi wasallam). Allah Ta’ala has created us and He alone is sustaining
us. He has greatly honoured us by making us from the best of his creation and choosing for us Imaan and
Islam. May Allah increase our Imaan and make us practical Muslims. Aameen.

Allah Ta’ala has taken the responsibility of preserving the Deen till the day of Qiyaamah as He has
declared in the Qur-aan-e-Kareem, “Verily We have revealed the Qur-aan and verily We will protect it.”
The tools for the protection of the Qur-aan and the preservation of Deen have been the Ulama, Asaatiza
and Muallimas. We have been chosen by Allah Ta’ala for this great and noble task to preserve the Deen
by imparting it from generation to generation. This is a great bounty of Allah Ta’ala that He has specially
selected us for the best and most dignified profession which we share with our Creator, as Allah Ta’ala
himself says in surah Ar Rahmaan, “The most merciful, teaches the Qur-aan.” In surah Alaq, He says, “He
who taught man what he did not know”. These Aayaat show that Allah associates himself with those
who teach others. Similarly, every Prophet of Allah was a teacher to his nation. Our prophet (sallallahu
alayhi wasallam) has said, “I have been sent as a teacher.”

The virtues and benefits of being a teacher has been further emphasized by a hadith which says, “The
best amongst you are those who learn the Qur-aan and teach it to others.” In a another hadith it is
stated, “All the creations of this world, even the fish in the sea, make dua for the teacher of good
things.” In another narration it is stated, “The entire world and all things in it are accursed except the
remembrance of Allah, he teacher of good and the student.”

The greatest benefit is that we are the recipients of an accepted dua of our beloved Nabi (sallallahu
alayhi wasallam) in which he says,” May Allah Ta’ala keep the person happy and healthy who heard
something from me, learnt it and then imparted it to others.” Another great virtue is that Allah Ta’ala and
the angels and the entire creation send blessings and mercies upon those who teach good to others.

The greatest profession, without doubt, is being the teacher of Deen as no other profession can compare
with its benefits and blessings. Therefore we should show gratitude to Allah Ta’ala for accepting us for
teaching his Deen to others. Just as the benefits and virtues are great, so is the responsibility, as the
imparting of Deen is an Amaanat (trust) upon us. The children who attend our madrasah are also an
Amaanat (trust) in our hands. If we fulfill this trust to the best of our ability then will we benefit and
others will benefit from us. If not then we will harm others and ourselves as well, as we will be
questioned on the day of Qiyaamah regarding the fulfillment of our trusts.

The position of the Teacher in education is like the spine in the body. Just as the body cannot function
without the spine so a child cannot be educated without a teacher, especially when it comes to Islamic
education. The knowledge of Deen is transferred from the heart of the teacher to the heart of the child.
The example of a teacher is like a gardener who, with full attention, plants and beautifies his garden.
Similarly the teacher with full concentration and attention cares for the education and the nurturing of
every child.

The parents of a child are the means of his coming from the arsh (heavens) to the farsh (earth) and the
teacher of this child, by means of his teaching and spiritual guidance, has to return this child from the

6
farsh (earth) to the arsh (heaven). The teacher is the spiritual parent of the child and therefore has to
spiritually nurture the child to achieve a strong bond with Allah through total obedience to his every
command. In order to achieve this, the teacher has to have certain qualities, which will enable him/her to
fulfill this objective.

The first quality that we should instill in our hearts is of IKHLAAS (sincerity) as without it, all our efforts
will be worthless, as the hadith of Nabi (sallallahu alayhi wasallam) states, “Verily, the reward of actions
depend on their intentions.” Our intention in fulfilling this great act of Ibaadat (worship) should be only
to please Allah alone and not for any other worldly motive such as name, fame or monetary gain. Abu
Hurairah (radiyallahu anhu), narrates that on the day of Qiyaamah a scholar of Deen will be called and
asked, “You were given knowledge, have you fulfilled its rights?” He will reply,” I learnt and imparted
Deen for your pleasure, O Lord of the worlds!” Allah Ta’ala will reply, “You are lying!” The angels of the
heavens and the earth will also say, “You are lying, you learnt and taught Deen so that you may be called
a great scholar and this was said to you in the world. And the intention with which you learnt and taught
has been fulfilled”. Allah Ta’ala will command the angels to throw him headlong into the blazing fire of
Jahannum. May Allah save and protect us. Aameen.

We should constantly make dua to Allah to grant us sincerity in all our actions so that they may be
accepted. If after correcting our intentions we are praised without us desiring it, then this is a bounty
from Allah and glad tidings for us. Daily before teaching we should correct our intentions and make dua
for our guidance. We may also keep a bookmark with the words IKHLAAS written on it to serve as a
reminder for ourselves. Insha-Allah the barakah (blessing) of this will manifest itself in our teaching and
the help of Allah will be with us.

The second quality we should instill in our lives is that of PATIENCE AND TOLERANCE. A teacher without
patience cannot be a teacher, as patience is a requirement for a good teacher. Students are constantly
testing the patience of the teacher in different ways. Sometimes by not learning, defying your orders,
disrupting the class, etc. These actions will definitely enrage the teacher and this is normal, as you would
not like to be disturbed when fulfilling your duty. At this moment it is important that you do not resort to
such actions or words, which will increase the evil character displayed by the offender. Using foul
language or venting your frustrations will display bad conduct and will be a poor example for the
students, as they will imitate what they see or hear. Therefore, the teacher should ponder over the
matter and look for an appropriate way of disciplining the child without losing his temper and
composure. The teacher should have patience and resort to dua for the student and individually
reprimand the child for his misbehavior.

In the Seerah of our beloved Nabi (sallallahu alayhi wasallam) we find many examples of his excellent
behavior in adverse circumstances. Hadhat Anas (radiyallahu anhu) narrates that once Nabi (sallallahu
alayhi wasallam) was wearing a Najrani shawl, which had thick edges. A Bedouin came and grabbed hold
of the edges of the shawl and tugged it so violently that it caused marks on his mubaarak neck. He then
said, “O Muhammad! Give me from the wealth of Allah which is in your possession.” The Prophet
(sallallahu alayhi wasallam) turned towards him, smiled and ordered some wealth to be given to him.
Imaam Nawawi explains that this hadith shows us how to behave with ignorant people, to be patient on
their actions and not to quarrel with them verbally or physically. Similarly, we should bear tolerantly the
abuses of our students, forgive them and make dua for them and also for ourselves that Allah Ta’ala
grants us patience and tolerance.

A hadith of Nabi (sallallahu alayhi wasallam) states, “A strong person is not he who overthrows his

7
opponent in a wrestling bout, but a strong person is he who controls himself at the time of anger.” The
harms of venting ones anger can have severe consequences. The teacher may cause serious injury to the
student through physical abuse; verbal abuse will also discourage the student. It may also be a means of
losing our respect in the sight of the educational authorities, parents and students. Remember ANGER is
from SHAITAAN. May Allah Ta’ala grant us control over our anger and save us from all types of harm.
Aameen.

The third quality we should instill in our lives is that of MERCY. In the beginning of Surah Ar-Rahman, Allah
Ta’ala states, “The most Merciful teaches you the Qur-aan.” From this Aayah it is inferred that every
teacher should also show mercy when teaching the Qur-aan. He should teach with love and affection for
his student. If the teacher has genuine love and affection for the student then the student will also show
love and respect to the teacher. In a Hadith it is stated, “A perfect Muslim is he who does not cause harm
to others with his tongue or hands.” Therefore, every Muslim should endeavor not to cause harm to
others physically or verbally but rather he should be a source of benefit and peace; especially the teacher
of Deen. In another hadith it is stated, “The most Merciful shows kindness to those who show mercy.
Show mercy to those on the earth and Allah from the heavens will show mercy unto you.”

The fourth quality that we should instill in our lives is of TRUTHFULLNESS. A true Muslim will never speak a
lie and it is compulsory for a teacher to be always truthful, as a habit of lying will have a harmful effect on
our teaching. The students will lose confidence in us and they will not believe what we say to them in spite
of us being experts in our field. We have been commanded in the Qur-aan, “O you who believe! Fear Allah
and be with the Truthful ones.” If we are truthful then our students will also be truthful, as this quality will
be transferred into them. By being truthful, Allah will give us the Taufeeq (divine ability) to do other good
actions also. One is to be truthful in ones words and one is to be truthful in our actions. To be truthful in
our actions means to follow the sunnah of Nabi (sallallahu alayhi wasallam) in every aspect of our lives .We
should never disregard any sunnah as we are practical examples for our students and we should practice
what we preach.

Our truthfulness also means we should never stay absent without a valid excuse, neither should we arrive
late to the Madrasah nor should we leave before the appointed time. Abdullah bin Salaam (radiyallahu
anhu), a Jewish Rabbi, accepted Islam just on observing the Mubaarak face of Nabi (sallallahu alayhi
wasallam), as he understood that this blessed face cannot be of a liar. The sign of honesty can be
observed from a person’s face. The students will love a truthful teacher and they will believe whatever he
says to them wholeheartedly. They will also act upon his advice and be truthful. It is narrated in a Hadith,
“The truth will save you and lying will destroy you.” When promising our students anything we should
always fulfill our promises, as this is also being honest.

May Allah Ta’ala grant us the qualities of an IDEAL TEACHER and accept our broken efforts. AAMEEN.

8
 T
TAQWA - A Quality that every teacher should adopt. Without it,
your teaching will have no effect on the children.

EXAMPLE - The teacher needs to lead by EXAMPLE, in all aspects

E (behaviour, dressing, character, etc) during and out of Madrasah
hours.

ALLAH - Create ALLAH consciousness in your pupils. Teach the

A children how Allah’s love must come into us and how to become
a true AABID. A also stands for AAMAAL, AKHLAAQ.

CHILDREN - They are a trust, an amaanah in our care. We need to

C take proper care of this trust for we will be questioned about
them on the day of Qiyaamah.
HOPE - Create in the children HOPE in the mercy and grace of

H Allah Ta’ala.
HUMILITY - Create HUMILITY within ourselves.
EXPERIENCE - Make the “child’s stay” at the madrasah the best
E EXPERIENCE of his life. Make him love to attend madrasah by
making the lessons interesting for him.

REACH - By practicing on all of the above, we will Insha Allah

REACH our goal for teaching i.e. the pleasure of Allah Ta’ala and

R being the best of people will only be possible by implementing

the above.
RESEARCH - A teacher must always keep RESEARCHING new

The above is a summary of a lecture delivered by Hadhrat Moulana Yunus Patel Saheb (rahmatullahi alayh) on
the 15 January 2008 at a Mu’allimahs workshop at the Hendry Road Musalla in Overport.

9
 Advices
of
Hadhrat Moulana Abdul Haq Makada (Daamat
Barakaatuhu)
(Ta’limi board KZN Muzaakarah (Workshop) on 20th January 2009)

1. Check your intentions - Why and for whom am I teaching? Make the pleasure of Allah your objective.
Allah has chosen you for this great and noble profession so teach for Him alone.

2. Appreciate the great favour of Allah upon you for accepting you for this great and noble profession.

3. If we really know and understand our position, we will appreciate every moment that we spend whilst
teaching. Your status is very high in the creation as the entire creation makes dua for you.

4. Dedicate yourself and fulfil your duties to the best of your ability with your focus only towards Allah
and he will make your task easy for you.

5. Your students will behave in the manner you behave - They will imitate your every action - Be careful of
your actions and conduct in front of them. Set an excellent example of yourself for your pupils in the
classroom as well as outside the classroom.

6. Inculcate good qualities and good character in yourself as this will rub off on to your students.

7. Punctuality - Always try to be in the classroom before time not only on time.

8. Preparation of lessons is of utmost importance. Don’t come to class unprepared.

9. Remember you are preparing your students for the life of Aakhirah.

10. Treat your pupils as a guest sent to you by Allah - Fulfil their rights as you will fulfil the rights of your
guests.

11. Appreciate the pupils under your care, take care of them and keep them happy.

12. Pay special attention to the weaker pupils and make them your challenge.

13. Allah Ta’ala has created all human beings differently and students come from different backgrounds so
treat everyone accordingly.

14. Make your pupil closer to you than his own parents.

15. Control your anger at all times and do not vent your own frustrations on any pupil at any time.

16. Do not abuse or oppress any pupil as you will be answerable to Allah.

17. Tolerate your pupil’s misdemeanour's.

18. Our duty is to make sure that every pupil progresses.

19. Create love for the Qur-aan and love for Islam in every pupil’s heart.

20. Do not become the cause of deviation for any pupil as you will be held responsible.

10
21. The amount of Pupils you teach will not determine your success but rather the intention with which
you teach. Keep Allah Ta’ala in front of you all the time.

22. Dress simply and live simply.

23. Be conscious of your time as breach of time will be a source of Haraam sustenance.

24. No favouritism must be shown to any pupil always be fair and equal as pupils are very sensitive and
we will be answerable for this.

25. Fear Allah and observe Taqwa.

26. Continuously make Tauba and beg Allah for His forgiveness.

11
Tarbiyah of
Children
 Discipline
 Classroom Management
 Improving Attendance
 Motivation
 Conflict Management

12
 Tarbiyah of Children
Definition of Tarbiyah: The word tarbiyah means to nurture, rear or to take care of a child from stage
to stage or from step to step till he / she reaches perfection.

Definition of a Murabbi: One who makes the tarbiyah of others.

Object of Tarbiyah: One of the most important objectives of tarbiyah is to nurture the pupils till they
reach a stage whereby they can fulfil all their duties towards Allah Ta’ala and live a practical life of a
Muslim as shown to us by our beloved Nabi (sallallahu alayhi wasallam).

The following 3 Aspects should be Instilled into the

Heart of every Child

1. Greatness of Allah Ta'ala

To achieve this, the most important function of the Madrasah is to introduce the pupils to Allah Ta’ala.
The recognition, greatness and awareness of Allah Ta’ala must be firmly established in their hearts.
Every opportunity should be used to educate them in this regard. This should be done on a daily basis.
For example, let them observe the creation of Allah Ta’ala like the sky, sun, moon, mountains, oceans
and their own bodies which all show the greatness of Allah Ta’ala. The miraculous stories of the
Ambiyaa and Sahaabah could be referred to so that this will also convey the greatness of Allah Ta’ala
to them. This could be reinforced through the Aqaaid lessons. The omnipresence and awareness of
Allah Ta’ala can be achieved by making time to make Zikr of the first kalimah and reciting the duas at
the appropriate occasions.

2. Love for Nabi (sallallahu alayhi wasallam)

The second most important aspect is to instil the true love and admiration of our beloved Nabi b, his
family and the Sahaabah (radhiyallahu anhum). This can be achieved by explaining and enlivening the
History lessons on Seerah in detail. They should be made to understand the hardships and suffering
that Nabi  experienced to propagate the Deen of Islam. The recitation of Durood daily will
also help in this regard. Practicing and reinforcing every Sunnah learnt will help to instil the true love
of Nabi (sallallahu alayhi wasallam) into their lives. If any pupil does any action against the Sunnah,
rectify him immediately. For example, drinking water with the left hand or boy’s having their pants
below their ankles, girls not covering their hair properly, etc. Emphasise and re-inforce the 100
sunnats daily.

3. Good character and morals

The third most important aspect is to encourage good character and morals in our pupils. We are
living in a society which is morally bankrupt and becoming worse by the day. Modesty and Shame

13
have vanished. Bad habits and evil character are common. Good qualities such as Truthfulness, Kindness,
Respect, etc. must be introduced to the pupils on a weekly basis. Bad habits such as lying, vulgar
language, theft etc. must also be discussed. The harms of Television, Music, Drugs, Illicit relationships,
etc. should be emphasized occasionally.

How do we make the Tarbiyah of a Child?

a) Win the Confidence of the Children:

This can be obtained by adopting the following five characteristics. Insha Allah if every teacher adopts
the following five aspects, he / she will win the confidence of every child in the class. If a child comes to
Madrasah only because he / she loves to come to Madrasah, then Insha Allah we have achieved our
objective. By winning the confidence of the children they will take their teachers to be role models and
take whatever advices we give them to heart.

1. Make things Easy for them

Allah Ta'ala created Nabi (sallallahu alayhi wasallam) with a noble temperament so as to make
matters easy for his followers, as has been stated in the Qur-aan Shareef:

َ‫ك ُم الْ ُع ْْس‬

ُ ُْ ُ ََ َ ْ ُْ ُ ُ ُ‫ُ ُْ ه‬
ِ ‫ي ِريد اّٰلل بِكم اليْس وَلي ِريد ب‬
Allah intends ease for you and He does not intend for you any difficulty.

Nabi  has also mentioned in a Hadith that Deen is easy. In another Hadith it is stated that:

َ‫بُعِ ْث ُت ْم ُم َي ِ ِْس ْي َن َول َ ْم ُت ْب َع ُث ْوا ُم َع ِ ِْس ْين‬

ِ ِ
You have been sent to make things easy and not to make things difficult.

Nabi (sallallahu alayhi wasallam), in all matters, had adopted a stance of leniency especially in
matters of Deen. Nabi (sallallahu alayhi wasallam) had also commanded us to be soft and lenient. By
making Madrasah work easy for the pupils, they will learn to love Deen. It will be a pleasure to come
to Madrasah rather than being a burden.

2. Narrate to them Incidents of the Pious

Stories play a vital role in moulding the minds of children. Whatever a person listens to in the form
of a story is more impressionable than just mere facts. In matters of tarbiyah, students should be
made to hear the incidents of the Ambiyaa, Sahaabah, Taabi’een and the Salaf-e-Saaliheen (pious
predecessors). This is extremely beneficial. Experience bears testimony that, to rectify the condition
of pupils, this method has proven to be very effective. The greatest benefit of narrating stories to
children is that it instils the value of Deen into their minds and hearts.

After narrating the incident, enlighten them of the moral or the lesson learnt from that incident.
E.g. Story of the leper, bald headed and the blind person from the Bani Israa-eel. Lesson:
Importance of Shukar.

14
 3. Mashwarah (Consultation)

At times we may be faced with difficult situations or problems for which we may not have solutions.
Be sure to consult with your seniors. Consult with your principal, supervisor, senior teachers, Ulama
etc. Rasulullah (sallallahu alayhi wasallam) was commanded by Allah Ta’ala to consult with the
Sahaabah despite him receiving wahi from Allah Ta’ala. When Rasulullah (sallallahu alayhi wasallam)
sent Hadhrat Mu'aaz bin Jabal (radhiyallahu anhu) to Yemen, he advised him to consult others in
important issues for verily Allah Ta’ala’s assistance is with the one who makes mashwarah.

4. Preparation

Preparation plays a vital role in the tarbiyah of our children. It is of utmost importance to prepare,
think and ponder of ways and means of how to make the tarbiyah of these children.

5. Be prepared before occasions

The calendar should be observed and when any evil, non-Islamic occasion or event approaches,
pupils should be advised of the harms of imitating the Kuffaar in these celebrations. For example:
Diwali, Christmas, Easter, Valentines Day, Debs Ball, etc. Explain to them the harms of joining the
Hindus in their celebrations, the harms of busting fireworks, lighting god lamps, buying easter eggs
or celebrating new years. Nip it in the bud.

Likewise, if an Islamic occasion such as 15th night of Sha’baan, Ramadaan, Eid, etc. approaches, the
pupils should be informed in advance and they should be encouraged to prepare speeches, essays,
charts etc.

b) Field Trips (Excursions)

If possible, with the mashwarah of your principal, supervisor, education committee, once in the year
arrange a field trip for the children on a Saturday. The hospitals, squatter camps, orphanages, schools for
those who are visually impaired, etc. are some of the venues that could be considered. These are eye
openers for the children and a chance for them to realise and appreciate first hand the great favours of
Allah Ta’ala. However one must ensure that all the laws of the shariat are upheld. Many a times if these
field trips are not properly organised, it becomes a means of breaking the laws of Allah Ta’ala.

c) Be Practical
After doing a lesson, think of ways and means of practically implementing these concepts / lessons into
the children. E.g. in a Hadith lesson we learnt to drink water with the right hand, not to stand and drink
and to drink in three breaths. Get the whole class involved in practically demonstrating the sunnah
method of drinking water. The demo does not have to be done by all the pupils on the same day. The
practical lesson can be spread over a few weeks. Whenever a child stands and drinks or drinks with the
left hand, remind him / her of the sunnah method of drinking water. The same could be done with
Wudhu, Salaah, Aadaab of eating, 100 sunnats, etc.

The Mu’allim/ah should be meticulous in molding the habits and the speech of the pupils in accordance to
Deen. Whenever a pupil enters the classroom, he / she should enter with salaam.

The Mu’allim/ah should make use of the appropriate words such as please, Jazakallah, etc. to
demonstrate to pupils the proper usage of these words. The Mu’allim/ah should then pay heed to the

15
pupils speech and remind them of these words in the appropriate circumstances.

It is imperative that the shar’ee rules regarding the intermingling of sexes should be upheld at all times.
Boys and girls must be made to sit separately from grade five upwards.

Conclusion
By Allah! To teach these children how to perform Salaah, to read Qur-aan, to have good manners and
develop an excellent character, even to wake up in the early parts of the morning and make dua for them,
is an invaluable gift from Allah Ta’ala. It is the greatest profit any person can earn. Regard it as a means of
producing a noble individual for the benefit of society, a means of adding another fine individual to the
Ummah of Rasulullah (sallallahu alayhi wasallam).

Golden Rule

Regard the Tarbiyah of these children to be your greatest asset.

Never regard it to be a burden.

16
Discipline In The Classroom
DISCIPLINE is needed in any place of learning. The result of No discipline is chaos and disorder. It is
impossible to teach in a chaotic environment, therefore it is essential for pupils to learn discipline.

Common Causes of Discipline Problems

Remember, an idle mind is the devils workshop!
 Too little work to learn?
 To much work that pupils are tired, bored and lose interest?
 Pupils learnt the work too quickly?
 The work is very easy or very difficult?

Pupils ‘Testing’ The Teacher

Often pupils are naughty to challenge your position or to make you angry. Be strict and firm with such
pupils and do not appear to be upset even when you are angry. If you deal with the situation with
calmness and firmness, this ‘testing’ will lose its attraction with the pupils.

Attention Seekers
Attention seeking pupils are usually talkative and want the attention of the teacher. These types of pupils
want your attention as they don’t get it home or at school. Give them the attention positively even
before they ask for it by saying good things regarding their work.

How To Bring Discipline In The Classroom?

Set Ground Rules for The Classroom

1. Pupils must arrive quietly and on TIME to class.

2. They must remain seated unless they are asked to move.

3. They must follow instructions the first time when they are given.

4. They must raise their hand before being given permission to speak.

5. No talking or screaming will be allowed.

6. They must treat the teacher with respect.

7. They must treat their classmates, their books, the classroom with respect.

8. They will only be allowed to leave the classroom for the toilet once in the day.

9. When they are sent home they should be silent and move in an orderly manner one by one.

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 10. STRICTLY NO EATING OR CHEWING GUM IN CLASS WILL BE ALLOWED.

11. These rules should be repeated at least once a week so that they are remembered and followed
especially to those who break the rules.

12. You may add your own rules also as and when needed.

Reward Those Who Follow The Rules

1. Pupils who follow the rules should be praised.

2. A present should be given to the best-behaved pupil for the week.

3. A good behavior certificate should be given at the end of the year to the pupil with excellent
behavior.

18
 Guidelines for Teachers to
Apply Discipline
1. Always watch your pupils.

2. Never turn your back to them.

3. Move around the class and be active.

4. Position yourself in such a way that you always have them in sight.

5. Maintain eye contact with a troublesome pupil.

6. Shake your head or glare at him.

7. If he still continues then call his name and ask him some work related question.

8. Move him from his present position.

9. Separate him to one corner of the class facing the wall.

10. Seat him in front of you.

11. Remember, seating a pupil is your right and not the choice of the pupil.

12. Make sure you have your facts right before scolding or punishing a pupil.

13. Punishment must be useful and not cruel.

14. Successful punishment must make the pupil feel guilty and must stop him from being naughty in
the future.

15. Do not physically handle or hit a pupil as this will result in unnecessary problems for the teacher.
This does not mean that no punishment should be given or the pupil should not be warned.

16. Do not disgrace any pupil in front of the class as this will cause him to misbehave even more. Call
him and speak to him alone.

 Find the real problem - ask him why he is behaving in such a manner.
 After the pupil answers, explain your situation on how his behavior is affecting everyone
else.
 Ask him for a solution. If he does not answer then you suggest one for him.
 Ask him to agree to the solution.
 Check if the solution is being followed.
1. If the pupil says that he is sorry, then accept his apology.

2. If he still continues being naughty then warn him that you will report him to his parents, principal
or supervisor.

19
3. Do not make idle threats. If you threaten and do not carry it out, the pupils will not take you
seriously.

4. Report the pupil with all the facts written and with proof.

5. Do not bear any grudge or have any hatred or dislike towards any pupil who is causing you any
trouble. Forgive and forget.

6. No favoritism should be shown to any pupil.

Daily take out time for making duaa for your pupils and yourself for guidance from
Allah Ta’ala

20
 Classroom Management
The existence of a Madrasah is not determined by the existence of a building. A madrasah is a situation
in which a group of pupils gather in various learning groups or classes so that they may be taught and
educated by a MUALLIM/AH in a constructive way. Teaching and learning can take place anywhere;
under a tree, at a home or any suitable premises like a madrasah or school classroom. The most
important factor is that we manage to do our teaching effectively so that our pupils gain maximum
benefit from our efforts. This is called CLASSROOM MANAGEMENT.

In every learning and teaching environment the Muallim/ah is the most important person as without
them no education will take place. The Muallim/ah is the head and the leader of every learning situation.
If he/she fails in fulfilling his/her responsibility and duty effectively, the DEENI education of his/her pupils
will fail which will cause an immense loss to the Deen and Aakhirah of his/her pupils. Therefore, it is
important that we realize the serious responsibility we have upon our shoulders. On the contrary, if we
fulfill our duty to the best of our abilities, then we will be a source of success of our pupil’s Deen in this
world as well as the Aakhirah. May Allah Ta’ala guide and help us in our noble task. Aameen

To manage our classrooms effectively we will be required not only to teach but to also undertake the
following four directives:

1. Plan

2. Organise

3. Direct / Give Instructions

4. Control / Evaluate

1) PLAN
is the most important of all activities for every Muallim/ah. If a Muallim/ah does not plan her daily
activities in advance, then he/she will be, “shooting in the dark” and he /she will harm themselves and
seriously harm the pupils in the process.

Note: No muallim/ah can be successful without effective preparation.

Planning or preparation requires mental as well as theoretical work as the Muallim/ah has to determine:

1. His /her aims and objectives of her overall teaching and the particular lesson for the day?

2. How will he/she achieve these objectives?

3. What method and procedure will be used to achieve these objectives?

4. When the task will be started and completed?

5. At what pace? Check syllabus, timetable, progress sheets and calendar.

6. At what level? Different grades and level of pupils.

7. How will the lesson impact on the pupils? Will they achieve the objective?

21
 8. Feedback after the lesson? Check whether results are positive or negative.

Note: Remember, planning and preparation is the pulse of learning without which
teaching will not exist.

2) ORGANISE
means to implement or put into action what you have planned. This will be done by using your skills as a
Muallim/ah in fulfilling your task of teaching effectively. By organizing yourself, your time will be used
constructively and efficiently. This is important as your time and your pupil’s time is an AMAANAT (TRUST).

3) DIRECTING
Directing or issuing instructions ensures that the actual task is carried out by your pupils according to your
instructions. A good Muallim/ah ensures he/she communicates with his/her pupils in a manner which will
encourage, motivate and interest his/her pupils in fulfilling their task. They will not find it a burden or boring, nor
will they not attempt to do the task at all.

4) CONTROL OR EVALUATE
means to ensure that all the objectives are being achieved which were initially planned. The control process
begins with planning and ends when the work has been completed.

Control or Evaluation can be divided into two forms:

a) SHORT-TERM CONTROL: DAILY CONTROL

 Pupil behavior.
 Observation of pupils.
 Verbal questioning of pupils during lessons.
 Class tests.
 Marking and checking of written work.

b) LONG -TERM CONTROL: EVALUATION OF PUPILS OVER A LONGER PERIOD OF TIME

 Monthly assessment of pupils.
 End of Term tests.
 Revision tests.
 Mid year/final examinations.
 Written and verbal reports to parents.

If the above four directives are followed strictly then it will make the task of imparting Deeni education much
more easy and more effective, insha-Allah. May Allah Ta’ala help us all. Aameen.

22
 Ways of Improving
Attendance in the Maktab
At the outset we must understand that attendance is a chronic problem like diabetes and pressure. It
cannot be cured. However it can be controlled. The following are some strategies that could be used to
improve attendance at your maktab.

1. The ustaad has to first make sure that he is not absent or late for class as this sickness is
contagious. If the students see that the ustaad is late or absent often they will also come late or
stay absent from class.

2. Phone the parents and inform them of their child’s absence.

3. Call the student one on one and speak to him.

4. Have a prize for attendance at the end of the year.

5. Include a mark for attendance in the report. The formula for working that out is as follows; e.g.
There are 99 Madrasah days from the beginning of the year upto the end of the second term. Zaid
stayed absent for 5 days i.e. he was present for 94 days. Divide the number of days he was present
by the total number of Madrasah day’s i.e. 94 days divided by 99 days = 0.94. Now divide 94 in half
= 47. This mark (47) will be added into the report for the pupil’s attendance.

6. If a child is absent from class without permission, immediately send someone to call him from
home. Don’t leave it to be sorted out later on.

7. If a child is really ill, the parents or guardian should inform the ustaad of their child’s intended
absence.

8. It must be made known to the students that for absenteeism there is zero tolerance. Students
have to be in class. This must be clearly explained to them from the beginning.

9. Make teaching enjoyable to the students that they will never want to miss your lesson.

10. DETENTION: Create a workable plan for detention. Students will feel it most if they miss their
break time.

23
 Motivation
Here's how you can help your student plan for the
future:
First and foremost, you need to understand the causes behind this lack of motivation. Once you have a
better idea of the source of the problem, you can more effectively develop a strategy to help combat
your child's seeming indifference towards Madrasah and Islamic education.

What Causes Lack of Motivation?

Low Self-Esteem
Kids who have a poor self-image avoid activities that they deem beyond their capabilities. Even if they
can actually complete a given task, these students engage in self-defeating behaviour to protect the
little self-worth they do possess. For them, it is better to withhold effort or to procrastinate rather than
risk trying, failing, and feeling even worse about themselves.

Lack of Support at Home

The home environment shapes the initial attitudes that children hold toward learning. In a home where
curiosity, questions and exploration are encouraged, children are given the message that education is
worthwhile and personally satisfying. These kids are more likely to take the risks that are inherent in
academically challenging pursuits. On the other hand, in a home where learning is not encouraged,
children are given the message that education is of little value and that they lack the competency and
ability to learn.

Low Expectations in the Classroom

Students mirror their teachers' attitudes. If teachers believe that their students can learn, their students
are more likely to trust in themselves and their abilities. Such teachers assign challenging, meaningful,
and achievable tasks that promote motivation and link effort and success. Conversely, if teachers take
the stance that they are the source of all knowledge and that their students are incompetent, their
students are more apt to tune out, stop trying, and fail.

Pressure
Many unmotivated students are simply responding negatively to pressure. Whether the tension is
perceived or real, these kids rely on defence mechanisms to protect them from the discomfort pressure
generates. Through procrastination or avoidance, these students are trying to escape from their fears of
failure and inadequacy. In time, they come to accept the consequences of their behaviour, so they
appear nonchalant and composed, even as the pressure they are trying to dodge mounts.

24
How to Motivate Your Child
Provide an Encouraging and Secure Home Environment
Children need to feel that their parents value learning. If you show your kids that academic exploration is
worthwhile and education is important, they are likely to develop similar attitudes. Further, let your kids
know that failure is often a part of the learning process, and let them fail without penalty. Kids who are
not afraid to fail are more willing to accept scholastic challenges and less likely to sabotage their own
academic efforts.

Use Rewards Carefully

Students who possess intrinsic motivation take on activities because of the feelings of enjoyment and
accomplishment they evoke. Students who possess extrinsic motivation perform to gain a reward or
avoid a punishment. Students with extrinsic motivation will generally put out the minimal amount of
effort to complete tasks in the easiest way possible. In addition, external motivation only exists as long as
there is external compensation. In other words, extrinsic motivation is likely to result in limited progress
that vanishes when the reward disappears. So be discerning when offering rewards for good work.

Avoid Power Struggles

Realistically, you won't be able to take on every struggle that comes along, so choose your battles wisely.
Make a clear-cut list of unacceptable behaviours and resulting consequences. For instance, a failing grade
in a class might result in the loss of a favourite privilege until the grade is raised. Resist the temptation to
ground your child indefinitely or to take away all prized possessions. If you act reasonably and calmly,
there is hope that your child will follow suit.

Build on Strengths
Find an area in which your child excels and focus on it. Constant failure is certainly un-motivating, and
when the primary focus is on weakness, self-esteem and motivation will undoubtedly be lowered. If your
child can find success in a non-academic setting, you can work together to determine the elements of that
accomplishment. Perhaps you and your child will be able to formulate a recipe for success and apply the
ingredients to the educational setting.

In conclusion, unmotivated students do want to succeed, but they are being held back by some sort of
obstacle. With patience, understanding, and hard work, you can help your child find a path to academic
achievement.

25
 Conflict Management
Whenever people work together in any situation, differences of opinion and disagreement is an everyday
occurrence. Education is a triangle involving the pupil, parent and teacher. All three need to work
together as a team for effective learning and teaching to take place. A good relationship with the pupil
and their parents is of utmost importance for the Muallim/ah. This will create a positive attitude towards
the Muallim/ah and the pupil will be at ease and confident. If a conflict or disagreement between the
parent and Muallim/ah exists it will have an extremely negative effect on the pupil and he will not benefit
from the Muallim/ah. The challenge to the Muallim/ah is to do everything in her power to prevent any
conflict or disagreement. If this is not possible, the conflict must be handled in such a way that it will not
harm the relationship with the parents or the pupil.

Positive Attitudes which Prevent Conflict

Be Friendly and Polite

Gentleness and friendliness are more effective than force and anger. A friendly, polite and soft approach
will calm a parent’s fury and anger.

Stress The Matters On Which You Agree

It is wise to begin a conversation and keep it as long as possible on matters which you agree e.g. that
both parties are striving for the same goals, share the same worries and have the same needs. Once an
opponent begins to differ from you, it is difficult to get him to agree with you again.

Admit Mistakes
When you are wrong, you have to admit it. This takes away the opponents ammunition. It is better to
prevent the other person from being given a chance to attack you.

Let the Parent do the Talking

Show a sincere interest in the person concerned. Let them have a chance to speak what is on their mind
and once they do that, they feel relieved and are prepared to work together.

Listen Attentively to the Parent

Effective listening involves active participation in the message sent by the parent. This will help solve the
conflict.

Be Sympathetic
The search for kindness and compassion is a common human factor and those who are able to

26
sympathize will get far with other people. Sympathy is a magical attitude which ends arguments, removes
anger and creates goodwill.

Try to Understand The Parent

Always try to see a problem from the other person’s point of view also as this will remove any
embarrassment, anger, frustration and argument.

Appeal to The Parent’s Righteous Motives

Every decent and respected person has a natural sense of good values e.g. justice, honesty etc. If a parent
understands that a certain type of behaviour can lead to a certain good motive, he/she will be more likely to
agree to it.

Make Use of Humour

Humour is a great way for breaking tension and calm conflict, since it allows the idea of kindness and
sincerity to take root.

27
 Negative Attitudes
…… must be PREVENTED !
Do not Argue
The best method to calm a possible conflict situation is not to argue. PREVENT CONFLICT BY AVOIDING IT.
A misunderstanding will not be solved by arguing but by using wisdom, tact, negotiation and a sincere
attempt to solve the problem.

Do not Criticise the Parents

Criticism is useless and dangerous since it disgraces the other person, injures their feelings of importance
and makes them feel angry. It puts a person on the defensive straight away and also causes them to defend
their behaviour and gives them an excuse for their actions.

Do not Give Orders

In a situation such as teaching, a parent and a Muallima/ah are equal partners in the Tarbiyyah (nurturing or
upbringing) of the child, so the parents will not easily accept an order from the Muallim/ah. It will be better
to decide together who will do what and to make requests rather than orders.

Do Not Humiliate or Disgrace The Parent

A person should always be treated as a human being, however simple or ignorant he may be. This has been
beautifully shown to us in a practical manner by our beloved Nabi (sallallahu alayhi wasallam) in his dealings
with the Bedouin Arabs. A parent should be handled with care and sympathy.

Do Not Treat The Parent’s Problem as Un-Important

If a Muallim/ah treats the parent or pupil’s problem as un-important, minor or not worthwhile, it will make
matters worse.

Do Not Be Over Hasty

In times of tension and pressure, people tend to act too quickly, as a result they make mistakes. A person
who settles a matter quickly will not necessarily produce good results. Take a break and ponder over the
problem. This will help to emotionally calm a person to think clearly and make a better decision. Ask the
Supervisor or Senior Muallim/ahs for advice.

Forgive and Forget

If, at anytime, you had a problem with any parent, humble yourself, forgive and forget for the sake of Allah
and do not hold any grudges against the parent or pupil as this will seriously affect the progress of the
pupil. This will raise your status in the sight of Allah Ta’ala.

Make sincere dua for yourself, the parent and the pupil that Allah Ta'ala forgives us and grants us

28
 Maktab
Syllabus
 Syllabus Breakdown
 Time Table
 Progress Card
 Overview of Syllabus
 Publications

29
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Juz 1 - 30
Subjects

Khatam
Qur-an
Yassarnal Yassarnal QUR-AN QUR-AN QUR-AN QUR-AN QUR-AN
Qur-aan Qur-aan
Part 1 Part 2 Juz 1 - 2 Juz 3 - 6 Juz 7 - 12 Juz 13 - 20 Juz 21 - 30
Grade

7
 SURAHS — Syllabus Breakdown
Grade Term One Term Two Term Three Term Four
0 Surah Faatiha Surah Ikhlaas Surah Naas Surah Kausar
Last 3 aayaat of Surah Saafaat (Pg 628)
1 Surah Asar Surah Falaq Surah Lahab Surah Nasar
Last 2 aayaat of Surah Bani Israeel (Pg 408)

2 Surah Surah Ma’oon Surah Quraysh Surah Feel

Ayat no.26 & 27 of Surah Aali Imraan (Page 72-73)

3 Surah Surah Surah Surah

Aayatul Kursi

4 Surah Zilzaal Surah Qadar Surah Teen Surah

Last 3 aayaat of Surah Hashar (Page 765)

5 Surah Duha Surah Yaseen Surah Yaseen Surah Yaseen

Last Ruku of Surah Baqarah (Page 67)

6 Surah Yaseen Surah Yaseen Surah Yaseen Surah Yaseen

1. Surah Bayyinah (Pg. 840) 2. Surah ‘Alaq (Pg 839)

7 Surah Mulk Surah Mulk

Surah Alif Laam Meem Sajdah (Pg. 577)

Grade PRACTICALS AND SUNNATS

3 Istinjaa Wudhu Sunnats of toilet Sunnats of eating

Sunnats of
4 Ghusal Tayammum Adhaan & Iqaamah Sunnats of drinking
sleeping

Salaah - Detailed demonstration with all Sunnats on

5 Sunnats when wearing clothes
Sunnats & Duas awakening

Miscellaneous
6 Witr Salaah Sajdadut Tilaawat Sajdatus Sahw Sunnats of Home
Sunnats

Virtues of visiting Rev. of all 100

7 Eid Salaah Janaazah Salaah Salaah of a Masbooq
the Graveyard Sunnats

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 No

Revision Revision Revision Revision Revision Revision Revision Revision

v

95. Most comprehensive dua

90. Ninety-nine names of Allah.
18. When thanking s.o. 54. When a loss occurs
19. Intend to do S.T 69. When eating the 1st fruit of the
55. When in bodily pain
Durood 20 .Sneezing duas
Oct

season 82. Filling the qabar with

Shareef 21. increase knowledge
39. Dua after azaan soil
56. When in difficulty
22. Dua for parents 70. Affected by calamity
23. Durood Shareef 57. Death on Imaan
DUAS — Syllabus Breakdown

51. When bidding farewell 67. When eating elsewhere (1)

37. Azaan 80. Entering the graveyard
Sept

16. Before toilet

Sneezing 52. When it rains 81. Laying the dead into the
17. After toilet 38.Iqaamah 53. On hearing good news 68. When eating elsewhere (2) qabar
13. After meals 78. Dua in janaaza salah

And alternate dua

65. Dua for fasting
Aug

Before 14. B4 Sleeping 36. Dua after Durood- 49. When entering the home (boy)

94. Dua for

sleeping e-Ibraheem

Istikhaarah
50. When leaving home 79. Dua in janaaza salah
15. Awakening 66. When breaking fast (girl)
10. welcome
July

11. Before meals

Before eating 12. Forgetting to recite Revision Revision Revision Revision Revision
the dua no.8
June

3rd kalimah Revision Revision Revision Revision Revision Revision Revision

32
63. Dua after witr 76. Thana of janaza
87. wear new clothes
47. When wearing clothes
May

2nd kalimah 7. Imaani Mufassal 35. Durood-e- 88. Leaving a

gathering
93.Sayyidul
Ibraheem 64. On seeing the new 77. Dua in janaaza salah Istighfaar
48. When looking into the mirror 89.Entering a shopping
(adult)
moon centre

91. When laying the qurbaani

44. When leaving the musjid

animal down for slaughtering

74. Visiting the sick 85. At the time of
Apr

draught
1st kalimah 6. Imaani Mujmal 34. Tashah’hud 45. After drinking water 62. Dua-e– Qunoot

92. When slaughtering

46. After drinking milk 75. At the time of death 86. Excessive rain
60. Returning from a journey 83. At the time of
30. Dua in Qaumah (1) 71.When in financial difficulty
Mar

Salaam and 42. After wudhu sunset

reply 5. 5th Kalima
31. Dua in Qaumah (2). 43. When entering the musjid 61. When entering a town or city 72. When seeing s.o. in distress 84. When seeing the
moon
24. Takbeer
25. Thanaa
26.Ta’awuz 40. Before wudhu 58. When getting into a vehicle Revision
Feb
Tasmiyyah 4. 4th Kalima Revision of all Revision of
27.Tasmiya 41. Whilst making wudhu 59. When the vehicle moves of all duas
28. Tasbeeh in ruku duas from grade all duas from
from
29. Tasme’ 1- 4 grade 1-5
grade1-6
Jan
Ta’awwuz Revision of grade 0 Revision Revision Revision
Gra
de

7
 FIQH AQAAID
Jan Feb Mar Apr May Jun July Aug Sep Oct Nov Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov

Lessons Lessons
Lessons Lessons

Revision
Grade 1
Grade 1

25 - 31 Lessons 1-2 Lessons 3-4 Lessons 5-7

REV
11 - 16

REV
1 - 10 Revision 17 – 24 Stories 1-2 Stories 3-4 Stories 5-7
Keep your Surround-
Istinjaa body clean Clean Habits ings of a
Muslim

Revision
Grade 2
Lessons 1-3 Lessons 4-5 Lessons 6-8
Grade 2

REV
Lessons

REV
Lessons 1-3 Lessons 6-9 Revision Stories 1-3 Stories 4-5 Stories 6-8
4-5

Revision
Grade 3
Lesson Lesson Lesson

REV
Grade 3

Lesson

Lesson

Lesson

Lesson
Lesson Lesson 1-2 3 4-6
REV

Revision
1-2 8-9

Revision
Grade 4

Lesson

Lesson

Lesson

Lesson
Lesson Lesson

REV
3- 4

6
1-2 7-9
Grade 4

Lesson

Lesson

Lesson

Lesson Lesson Lesson

REV

Revision
1-2 9 - 12

Revision
Grade 5

Lesson

Lesson

Lesson

Lesson
Lesson Lesson

REV
3-4

6
1-2 7-8
Grade 5

Lesson

Lesson

Lesson

Lesson

Lesson Lesson
REV

Revision
1-5 18 - 23

Lesson 3-4

Lesson 5-6

Lesson 14
Grade 6

Lesson
Lesson
Lesson

REV

REV
7-8
Lesson 1-2
9-11
Grade 6

Basic Fiqh (Part One) Basic Fiqh (Part One

REV

REV

Page 1-29 Page 30-55

Basic Aqaaid
Grade 7

Basic Aqaaid (Part One)

Grade 7

Basic Fiqh (Part Two) Basic Fiqh (Part Two

REV
(Part Two)
REV

REV

Pages 1-49
Page 56—85 Page 86-104 Pages 50-67

HISTORY HADITH
Jan Feb Mar Apr May June July Aug Sep Oct Nov
Jan Feb Mar Apri May June July Aug Sep Oct Nov
Tasheel ut Tareekh Book 1
Revision
Grade

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Revision Revision
No. 3

No. 4
No. 5
Lesson 1-3 Lesson 4-6 Lesson 7-11 Revision
1

No. 1 No. 2
1-3 1-5
Tasheelut Tareekh Book 2

Grade Revi-
No. 10

Lesson 1-3 Lesson 4-5 Lesson 6-9 Revision Revision Revision

No. 8

No. 9

2 sion
No. 6 No. 7
Islamic History Book 3
1-8 1-10
Lesson 8-10
Lesson 4-7
Grade 3

Revision
11– 14
Lesson

Lesson

No. 12
No. 13
No. 14

No. 15
No. 16
20-24

Lesson 1-3 Lesson 15-

19 Revision Revision Revision
No. 11
1-14 1-16
Islamic History Book 4
No. 18
No. 19
No. 20

No. 21
No. 22

Revision Revision
Grade 4

Revision

21 - 25
Lesson

Lesson

Lesson

Lesson

Lesson No. 17
11-14
7- 10
4-6

Lesson 1-3 Revision

15 - 20 1-20 1-22

Seerah of Muhammad [Sallallahu alayhi wasallam] Book 5

No. 24
No. 25
No. 26

No. 27
No. 28

Revision Revision
Lesson No. 23
Revision
Grade

Lesson

Lesson
Lesson

Lesson

Lesson Lesson
15-17

1-26 1-28
4 -6

7-8

18-19
5

1-3 10-14
Revision
Seerah of Muhammad [ Sallallahu alayhi wasallam] Book 6
No. 30
No. 31
No. 32

No. 33
No. 34

Revision Revision
No.29
Revision
Grade

Lesson

Lesson

Lesson

Lesson Lesson Lesson

14-17

18-20

1-32 1-34
3-5
6

1-2 6-7 8-13

Khulafa-e-Rashideen Book 7
Grade 7

No. 36
No. 37
No. 38

No. 39
No. 40

Revision Revision
Grade 7

Revision

Revision

No. 35
Sahabah

Hadhrat Hadhrat Hadhrat Hadhrat Ali

Abu Bakr Umar Usmaan 1-38 1-40
The

(RA) (RA) (RA) (RA)

33
 Time Table
(Grades 1-2)

Time 50 min 25 min 25 min 20 min

Monday Qaidah Surahs Duas Fiqh

Tuesday Qaidah Surahs Duas Aqaaid

Wednesday Qaidah Surahs Duas Hadeeth

and Akhlaaq
Thursday Qaidah Surahs Duas History
Tarbiyah
Friday Qaidah Surahs Duas Durood Shareef
Dua

Time Table
(Grades 3–7)
Time 50 min 35 min 35 min

Monday Qur-aan Surahs Fiqh

Tuesday Qur-aan Duas Aqaaid
Wednes- Qur-aan Surahs Practicals /
day Sunnats
Thursday Qur-aan Duas History
Tarbiyah

Friday Qur-aan Hadeeth & Durood Shareef

Akhlaaq Dua
REVISION

34
35
36
37
38
 A Brief overview of the Entire Syllabi (Grades R - 7)
Grade R Grade One Grade two Grade three Grade four Grade five Grade six Grade seven

Yassarnal Yassarnal
Qur-aan / Qur-aan Qur-aan Para 1 Para 2—4 Para 5—9 Para 10—15 Para 16—22 Para 23– 30
Qaidah Part One Part Two

Humazah,
Surahs Surah Faatiha, Asar, Falaq, Quraysh, Zilzaal, Qadar, Surah Yaseen.
Takaasur, Duha, Yaseen.
Naas, Ikhlaas, Maa’oon, Feel, Teen, Surah Mulk
Nasr, Lahab, Qaariah, Aayah 1-32 Aayah 33-83
(Hifz) Kausar Kaafiroon, Inshiraah,
A’adiyaat,

Nos
Nos
4,5,6,7,10,12,13,
Duas 1,2,3,9,10,11,14, Nos 24-39 Nos 40-57 Nos 58-70 Nos 71-82 Nos 83-90 Nos 91-95
15,16,17,19,21,2
18,20,23,
2

39
Hadeeth Hadeeth No. Hadeeth No. Hadeeth No. Hadeeth No. Hadeeth No. Hadeeth No. Hadeeth No:
wal Akhlaaq 1- 5 6 - 10 11 - 16 17 - 22 23 - 28 29 - 34 35– 40

Tasheelul Fiqh Tasheelul Fiqh Tasheelul Fiqh Tasheelul Fiqh Tasheelul Fiqh
Fiqh Stepping Stones Basic Fiqh 1 Basic Fiqh 2
Book 1 Book 2 Book 3 Book 4 Book 5

Tasheelul Aqaaid Tasheelul Aqaaid Tasheelul Aqaaid Tasheelul Aqaaid Tasheelul Aqaaid Tasheelul Aqaaid
Aqaaid Stepping Stones Basic Aqaaid
Book 1 Book 2 Book 3 Book 4 Book 5 Book 6

Seerah of Seerah of Seerah of Seerah of

Tasheelut Tasheelut
Muhammad Muhammad Muhammad Muhammad Khulaafa
History Stepping Stones Tareekh Tareekh
    Raashideen
Book 1 Book 2
Book 3 Book 4 Book 5 Book 6

Ghusal, Eid & Janaazah

Aadaabs of Witr Salaah,
Tayammum, Detail Salaah Salaah,
Practicals Stepping Stones Aadaab of Istinja Istinjaa & Wudhu Sajdah Tilawah
Eating Azaan & Demonstration Masbooq,Visitin
& Sajdah Sahw
Iqaamah g Graveyard
 Syllabus
Breakdown

40
 Pre-Madrasah Syllabus
(Stepping Stones)
This Pre-Madrasah syllabus comprises of five books.

 1,2,3 Stepping Stones: One book per term for the first three terms. (the breakdown of which is given
below).

 4. A lifestyle book which familiarises children with Islamic manners and special occasions.

 5. A colouring book and

 A guideline for the Mu’allimah which is available separately.

SUBJECT TERM ONE TERM TWO TERM THREE TERM FOUR

Y. QUR-AAN Page: 1 - 8 Page: 9– 16 Page: 17 – 24 Page: 25 - 30
(PART ONE)
SURAHS Surah Faatiha Surah Ikhlaas Surah Kausar Surah Naas

Ta’awwuz

DUAS Tasmiyyah
Salaam & Replying
Second Kalimah
Before Eating
Before Sleeping
11. Durood Shareef

(11 DUAS) Thanking S.O.

Third Kalimah
Sneezing
Revision

First Kalimah

FIQH
Theme 1 & 2: Theme 3 & 4: Theme 5:
5 lessons 11 lessons 3 lessons

AQAA’ID
Theme 1 & 2: Theme 3 & 4:
Theme 5: 4 lessons
5 lessons 10 lessons Revision:
This term is reserved
SEERAH
Theme 1 & 2: Theme 3 & 4: Theme 5:
for revision and
5 lessons 6 lessons 4 lessons
catching up of any
work which may have
AKHLAAQ
Theme 1 & 2: Theme 3 & 4: not been completed in
Theme 5: 2 lessons
5 lessons 11 lessons the previous terms

IDENTITY
Theme 1 & 2: Theme 3 & 4: Theme 5:
4 lessons 10 lessons 2 lessons

PRACTICALS Istinjaa Wudhu - According Salaah- According to

(LIFESTYLE Sleeping
Eating and Drinking to capability capability
BOOK)

41
 Brief Outline of the

Primary Madrasah Syllabus

Grade 1
1. Qur-aan
 Yassarnal Qur-aan Part Two

2. Surahs
 Surah Asr
 Surah Falaq
 Surah Lahab
 Surah Nasar
 Advanced Syllabus: Last 2 Aayaat of Surah Bani Isra’eel (Page 408)

3. Duas (Essential Duas for Muslims)

1. Fourth Kalimah
2. Fifth Kalimah
3. Imaan-e-Mujmal
4. Imaan-e-Mufassal
5. When welcoming someone
6. If one forgets to read the dua before meals
7. After eating
8. On awakening
9. Before entering the toilet
10. When leaving the toilet
11. When intending to do something
12. For increase in knowledge
13. Dua for parents

4. Hadith and Akhlaaq (Tasheelul Hadith wal Akhlaaq)

The Hadith and Akhlaaq kitaab is made up of forty Ahaadith which will be taught over the seven grades.
The Ahaadith are short and are followed by lessons learnt from the Hadith. This is then followed by a
story which relates to the Hadith to reinforce the lesson in the mind of the learner.
1. Hadith One - Salaam
2. Hadith Two - Truthfulness
3. Hadith Three - Taking care of the Qur-aan

42
 4. Hadith Four - Spying
5. Hadith Five - Feeding the Hungry

5. Practicals
 15 Aadaab of eating

6. Fiqh
 Tasheelul Fiqh 1

7. Aqaaid
 Tasheelul Aqaaid 1

8. History
 Tasheelut Taareekh 1

Grade 2
1. Qur-aan
 First Para

2. Surahs
 Surah Kaafiroon
 Surah Maa’oon
 Surah Quraish
 Surah Feel
 Advanced Syllabus: Aayaat number 26 and 27 of Surah Aali Imraan (Page 72, 73)

3. Duas (Essential Duas for Muslims)

0. Revision of past duas
1. Takbeer
2. Thana
3. Ta’awwuz
4. Tasmiyah
5. Tasbeeh in Ruku
6. Tasmee’
7. Dua in Qauma (1)
8. Dua in Qauma (2)
9. Tasbeeh in Sajdah

43
 10. Dua in Jalsah
11. Tashahhud
12. Durood-e-Ibraheem
13. Dua after Durood-e-Ibraheem
14. Azaan
15. Iqaaamah
16. Dua after Azaan

4. Hadith and Akhlaaq (Tasheelul Hadith wal Akhlaaq)

1. Hadith Six - Cleanliness
2. Hadith Seven - Salaah
3. Hadith Eight - The Best Zikr
4. Hadith Nine - Helping Others
5. Hadith Ten - Swearing

5. Practical
 22 Aadaab of the toilet

6. Fiqh
 Tasheelul Fiqh 2

7. Aqaaid
 Tasheelul Aqaaid 2

8. History
 Tasheelut Taareekh 2

Grade 3
1. Qur-aan
 Para Two, Three and Four

2. Surahs
 Surah Humazah
 Surah Takaasur
 Surah Al-Qaari’ah
 Surah Aa’diyaat
 Advanced Syllabus: Aayatul Kursi

44
3. Duas (Essential duas for Muslims)
0. Revision of past duas
1. Before wudhu
2. Whilst making wudhu
3. After wudhu
4. When entering the Musjid
5. When leaving the Musjid
6. After drinking water
7. After drinking milk
8. When wearing clothes
9. When looking into the mirror
10. When entering the home
11. When leaving home
12. When bidding farewell
13. When it rains
14. On hearing good news
15. When a loss occurs
16. When in bodily pain
17. When in difficulty
18. Dua for death on Imaan

4. Fiqh
 Tasheelul Fiqh 3

Lesson One - Arabic Terms

Lesson Two - Compulsory acts of Wudhu
Lesson Three - Sunnah acts of Wudhu
Lesson Four - Practical Wudhu
Lesson Five - Things that break wudhu
Lesson Six - When is wudhu necessary
Lesson Seven - Ghusl
Lesson Eight - Sunnah method of Ghusl
Lesson Nine - The Qiblah
Lesson Ten - Conditions of Salaah
Lesson Eleven - Athaan

‘Aqaaid (Tasheelul Aqaaid - Book 3)

 Lesson One - Allah Ta’ala is The Greatest
Story One
 Lesson Two - The Last Day
Story Two
 Lesson Three - Jannah and Jahannum
Story Three
 Lesson Four - Taqdeer (Fate)
Story Four
 Lesson Five - Life after Death

45
 Story Five
 Lesson Six - The Foundation of Islaam
Story Six

Seerah (Seerah of Hadhrat Muhammad  - Book 3, by Talimi Board, KZN)

 Lesson One - Evil Ways
 Lesson Two - Birth of Hadhrat Muhammad 
 Lesson Three - Childhood
 Lesson Four - With Aaminah
 Lesson Five - Journey to Syria
 Lesson Six - Marriage
 Lesson Seven - In the Cave
 Lesson Eight - Waraqah bin Naufal
 Lesson Nine - First Muslims
 Lesson Ten - Open Call
 Lesson Eleven - Rejection
 Lesson Twelve - Threats
 Lesson Thirteen - Cruelty of the Quraish
 Lesson Fourteen - Cruelty towards Hadhrat Muhammad 
 Lesson Fifteen - Bribery
 Lesson Sixteen - To Abyssinia (5th year after Nubuwat)
 Lesson Seventeen - Boycott of Banu Hashim
 Lesson Eighteen - Year of Sorrow
 Lesson Nineteen - Journey to Taif
 Lesson Twenty - Mi’raaj
 Lesson Twenty One - Pledge of A’qabah
 Lesson Twenty Two - Plan to kill Nabi 
 Lesson Twenty Three - The Search
 Lesson Twenty Four - To Madinah

Hadith and Akhlaaq (Tasheelul Hadith wal Akhlaaq)

 Hadith Eleven - Jannah lies beneath the feet of the Mother
 Hadith Twelve - Making your Father angry
 Hadith Thirteen - Hatred
 Hadith Fourteen - Backbiting
 Hadith Fifteen - Visiting the sick
 Hadith Sixteen - Seeking Knowledge

Practical
 Istinjaa and Wudhu

 Sunnats: Sunnats of the Toilet and Eating

46
 Grade 4
1. Qur-aan
 Para 5 to 9 (Approximately 1 page per day)

2. Surahs
 Surah Zilzaal
 Surah Qadar
 Surah Teen
 Surah Inshiraah
 Advanced Syllabus: Last three Aayaat of Surah Hashr (Page 765)

3. Duas (Essential Duas for Muslims)

 Revision of past duas
 When getting into a vehicle
 When the vehicle moves
 When returning from a journey
 When entering a town or city
 Dua-e-Qunoot
 Dua after Witr
 On seeing the new moon
 For Fasting
 When breaking Fast
 When eating elsewhere (1)
 When eating elsewhere (2)
 When eating the first fruit of the season
 When afflicted with some calamity

4. Fiqh (Tasheelul Fiqh - Book 4)

 Lesson One - Revision
 Lesson Two - Mustahab acts of Wudhu
 Lesson Three - Makroohaat in Wudhu
 Lesson Four - Ghusl
 Lesson Five - Makroohaat of Ghusl
 Lesson Six - Sunan of Ghusl
 Lesson Seven - Sunnah Ghusl (occasions)
 Lesson Eight - Tayammum
 Lesson Nine - Rules for Tayammum
 Lesson Ten - Items on which Tayammum is permissible
 Lesson Eleven - Times of Salaah

47
  Lesson Twelve - Forbidden times of Salaah
 Lesson Thirteen - Salaah Chart
 Lesson Fourteen - Faraaidh of Salaah
 Lesson Fifteen - How to read Salaah

5. ‘Aqaaid (Tasheelul Aqaaid - Book 4)

 Lesson One - The purpose of our creation
 Lesson Two - Islaam
 Lesson Three - The three common principles of Deen
 Lesson Four - Beliefs of a Muslim
 Lesson Five - Islaam - A complete way of life
 Lesson Six - The five pillars of Faith
 Lesson Seven - Major sins
 Lesson Eight - The Ambiyaa (Prophets)
 Lesson Nine - Al-Haseeb - The Reckoner
 Lesson Ten - At-Tawwaab

6. Seerah
(Seerah of Hadhrat Muhammad  - Islamic History Book 4 - by Talimi Board KZN)
 Lesson One - Masjidul Quba
 Lesson Two - Masjidun Nabawi
 Lesson Three - Events of the first two years
 Lesson Four - Agreement with the Jews
 Lesson Five - The jealous kuffaar
 Lesson Six - Abu Sufyaan’s caravan and Badr
 Lesson Seven - The Battle of Badr
 Lesson Eight - To Uhud
 Lesson Nine - The Battle of Uhud
 Lesson Ten - Mischief of the Quraish
 Lesson Eleven - The Jews
 Lesson Twelve - The Battle of the Trench
 Lesson Thirteen - Banu Quraizah
 Lesson Fourteen - The Treaty of Hudaibiyah
 Lesson Fifteen - Letters to leaders
 Lesson Sixteen - Khaibar
 Lesson Seventeen - The Battle of Mu’ta
 Lesson Eighteen - Conquest of Makkah
 Lesson Nineteen - Tabook
 Lesson Twenty - Deputations
 Lesson Twenty One - First Haj
 Lesson Twenty Two - Farewell Haj
 Lesson Twenty Three - Farewell Khutbah
 Lesson Twenty Four - Illness
 Lesson Twenty Five - Death and Burial

48
7. Hadith and Akhlaaq (Tasheelul Hadith wal Akhlaaq)
 Hadith Seventeen - Sincerity
 Hadith Eighteen - Friends
 Hadith Nineteen - Guarding the Tongue
 Hadith Twenty - Jealousy
 Hadith Twenty One - Anger
 Hadith Twenty Two - Having Mercy on Others

8. Practical
 Ghusl
 Tayammum
 Azaan
 Iqaamah
 Sunnats: Sunnats of Drinking and Sleeping

Grade 5
1. Qur-aan
 Para 10 -15 (Approximately 1 page per day)

2. Surahs
 Surah Duha
 Surah Yaseen: Verse 1– 32
 Advanced Syllabus: Last Ruku of Surah Baqarah

3. Duas (Essential duas for Muslims)

 Revision of past duas

 When in financial difficulty

 When seeing someone in distress
 When having fever

 When visiting the sick

 At the time of death
 Thana in Janazah Salaah
 Dua in Janazah Salaah (adult)
 Dua in Janazah Salaah (boy)
 Dua in Janazah Salaah (girl)
 When entering the graveyard
 When laying the dead into the grave
 When filling the grave with soil

49
4. Fiqh (Tasheelul Fiqh - Book 5)
 Lesson One - Najaasat
 Lesson Two - Najaasat Hukmi
 Lesson Three - Water
 Lesson Four - The rules of water
 Lesson Five - Istinjaa
 Lesson Six - Miswaak
 Lesson Seven - Virtues of Wudhu
 Lesson Eight - How to make Wudhu
 Lesson Nine - Mustahab acts in Wudhu
 Lesson Ten - The Makrooh acts of Wudhu
 Lesson Eleven - Actions that break Wudhu: Nawaaqidh
 Lesson Twelve - Actions that do not break Wudhu: Non-Nawaaqidh
 Lesson Thirteen - Occasions when Wudhu is Mustahab
 Lesson Fourteen - Ghusl
 Lesson Fifteen - The Fardh acts of Ghusl
 Lesson Sixteen - The Sunnah acts of Ghusl
 Lesson Seventeen - Occasions when Ghusl becomes Fardh
 Lesson Eighteen - Tayammum
 Lesson Nineteen - Faraaidh of Tayammum
 Lesson Twenty - Masah on the Khuf
 Lesson Twenty One - Masah on wounds, bandages
 Lesson Twenty Two - The Waajib actions in Salaah
 Lesson Twenty Three - Sunan in Salaah
 Lesson Twenty Four - Mustahabbaat in Salaah
 Lesson Twenty Five - Makroohaat in Salaah
 Lesson Twenty Six - Mufsidaatus Salaah
 Lesson Twenty Seven - Practical Salaah
 Lesson Twenty Eight - Practical Salaah (continued)

5. ‘Aqaaid (Tasheelul Aqaaid - Book 5)

 Lesson One - Qualities of Allah Ta’ala
Story - The Excursion
 Lesson Two - Angels
Story - Angels of Mercy
 Lesson Three - The Qur-aan
Story - Compilation of the Qur-aan
 Lesson Four - Nabi Muhammad 
Story - A Miracle
 Lesson Five - Signs of Qiyaamah
Story - Ya’jooj and Ma’jooj
 Lesson Six - The Hereafter
Story - The shade of Allah Ta’ala’s Throne
 Lesson Seven - Jannah and Jahannam
Story - The greatest blessing of Jannah
 Lesson Eight - Al-Maani
Story - The One Who Prevents
 Lesson Nine - Al-Hadee
Story - The One Who Guides

50
6. Seerah
(Seerah of Hadhrat Muhammad  - Islamic History Book 5, by Talimi Board, KZN)
 Lesson One - Birth of Nabi 
 Lesson Two - First journey to Shaam
 Lesson Three - First Nikaah
 Lesson Four - Character and dealings before Nubuwat
 Lesson Five - The difference between a Nabi and a Rasool
 Lesson Six - The beginning of Tableegh
 Lesson Seven - First Hijrat
 Lesson Eight - Taa’if
 Lesson Nine - Mi’raaj
 Lesson Ten - Lessons of Mi’raaj
 Lesson Eleven - Islam in Madinah Tayyibah
 Lesson Twelve - First Madrasah in Madinah Munawwarah
 Lesson Thirteen - Hijrat to Madinah Munawwarah
 Lesson Fourteen - The cave of Saur
 Lesson Fifteen - To Madinah Munawwarah
 Lesson Sixteen - Mu’jizah (miracle) of Nabi 
 Lesson Seventeen - The beginning of the Islamic calendar
 Lesson Eighteen - Entrance into Madinah Munawwarah
 Lesson Nineteen - Mu-aakhaat (Brotherhood)
 Lesson Twenty - Treaty with the Jews
 Lesson Twenty One - Azaan

7. Hadith and Akhlaaq (Tasheelul Hadith wal Akhlaaq)

 Hadith Twenty Three - Learning the Qur-aan
 Hadith Twenty Four - Good Character
 Hadith Twenty Five - Modesty
 Hadith Twenty Six - Gratitude (To show thanks)
 Hadith Twenty Seven - Taqwa (Fear of Allah)
 Hadith Twenty Eight - Durood Shareef

8. Practical
 Detailed demonstration of Salaah with all Sunnats and Duas
 Sunnats: On Awakening, When wearing Clothes

51
 Grade 6
1. Qur-aan
 Para 16 - 22

2. Surahs
 Surah Yaseen - Verse 33 - 83
 Advanced Syllabus: Surah Bayyinah, Surah ‘Alaq

3. Duas (Essential Duas for Muslims)

 Revision of past duas (grade 1-5)
 At the time of sunset
 On seeing the moon
 At the time of drought
 At the time of excessive rain
 When wearing new clothes
 When leaving a gathering
 When entering a shopping centre
 The ninety-nine names of Allah Ta’ala

4. Fiqh (Basic Fiqh 1)

 Lesson One - Cleanliness
 Lesson Two - Najaasat
 Lesson Three - Definitions
 Lesson Four - Wudhu
 Lesson Five - Ghusal
 Lesson Six - Tayammum
 Lesson Seven - Masah on the Khuffain
 Lesson Eight - Azaan
 Lesson Nine - Iqaamah
 Lesson Ten - Salaah
 Lesson Eleven - Sajdatus Sahwu
 Lesson Twelve - Salaah with Jamaat
 Lesson Thirteen - Qadhaa
 Lesson Fourteen - Musaafir

5. ‘Aqaaid (Tasheelul Aqaaid - Book 6)

 Lesson One - The Sifaat of Allah Ta’ala
 Lesson Two - The Glorious Qur-aan
 Lesson Three - Wahee (Revelation)
 Lesson Four - Ilhaam (Inspiration)

52
  Lesson Five - Mu’jizaat
 Lesson Six - Karaamaat
 Lesson Seven - Istidraaj
 Lesson Eight - The Auliyaa
 Lesson Nine - Nabi Eesaa (alayhis salaam)
 Lesson Ten - The Signs of Qiyaamah
 Lesson Eleven - Imaam Mahdee (radhiyallahu anhu)
 Lesson Twelve - Dajjaal
 Lesson Thirteen - Descension of Nabi Eesaa (alayhis salaam)
 Lesson Fourteen - Ya’jooj and Ma’jooj

6. Seerah
(Seerah of Hadhrat Muhammad  - (Islamic History Book 6, by Talimi Board KZN)
 Lesson One - The Battle of Badr (2 AH)
 Lesson Two - The Battle of Uhud (3 AH)
 Lesson Three - The Battle of Ghatafaan
 Lesson Four - Bir-e-Ma’oonah (4 AH)
 Lesson Five - Battle of Khandaq or Ahzaab (5 AH)
 Lesson Six - Treaty of Hudaybiyyah & Bay’at-ur-Ridhwan (6 AH)
 Lesson Seven - Battle of Khaibar (7 AH)
 Lesson Eight - Battle of Muta (8 AH)
 Lesson Nine - Conquest of Makkah
 Lesson Ten - Battle of Hunain
 Lesson Eleven - Battle of Taaif (8 AH)
 Lesson Twelve - Battle of Tabuk (9 AH)
 Lesson Thirteen - Haj (10 AH)
 Lesson Fourteen - Sariyyah of Hadhrat Usaama (radhiyallahu anhu)
 Lesson Fifteen - Final Illness of Nabi (sallallahu alayhi wasallam)
 Lesson Sixteen - Nabi’s (sallallahu alayhi wasallam) last words
 Lesson Seventeen - The Mubaarak features of Nabi (sallallahu alayhi wasallam)
 Lesson Eighteen - Clothing of Nabi (sallallahu alayhi wasallam)
 Lesson Nineteen - Character and Habits
 Lesson Twenty - Mu’jizaat (miracles)

7. Hadith and Akhlaaq (Tasheelul Hadith wal Akhlaaq)

 Hadith Twenty Nine - Dua
 Hadith Thirty - Gifts
 Hadith Thirty One - Cheating
 Hadith Thirty Two - Obscene (Rude) Talk
 Hadith Thirty Three - Humility
 Hadith Thirty Four - Neighbours

53
8. Practical
 Witr Salaah
 Sajdah-e-Tilaawat
 Sajdatus Sahw
 Sunnats: Sunnats of Home, Miscellaneous Sunnats

9. Special Tarbiyat

Girls - Tuhfatul Banaat (Part 1)

 Lesson One - What is Haidh?
 Lesson Two - Buloogh
 Lesson Three - Symptoms of your First Haidh
 Lesson Four - What should you do if your Haidh starts whilst at school or Madrasah?
 Lesson Five - Personal Hygiene during your Haidh
 Lesson Six - Ghusl after Haidh
 Lesson Seven - Calculation of Haidh
 Lesson Eight - Duration of Haidh
 Lesson Nine - Haidh and Salaah
 Lesson Ten - Times of Salaah
 Lesson Eleven - Salaah

Boys - Tuhfatush Shabaab (Part 1)

 Chapter One - Buloogh, Cleanliness, Istinjaa, Circumcision, Janaabat
 Chapter Two - Hair, Clothes, Perfume
 Chapter Three - Physical Fitness, Sport
 Chapter Four - Music, Smoking, Intoxicants, Gambling

Grade 7
1. Qur-aan
 Para 23 - 30 (Approximately 2½ pages per day)

2. Surahs
 Revision of Surah Yaseen and all Surahs from Wad-duha to Naas
 Surah Mulk - Ruku One
 Surah Mulk - Ruku Two
 Advanced Syllabus: Surah Sajdah

54
3. Duas (Essential Duas for Muslims)
 Revision of past duas

 When laying down the Qurbaani animal for slaughtering

 When slaughtering
 Sayyidul Istighfaar
 Dua for Istikhaarah
 Alternative Istikhaarah dua
 Most comprehensive dua

4. Fiqh (Basic Fiqh - Part 2)

 Lesson One - The Day of Jumuah
 Lesson Two - Saum (fasting)
 Lesson Three - Sehri and Iftaar
 Lesson Four - Kaffarah and Qadhaa fasts
 Lesson Five - Taraaweeh
 Lesson Six - I’tikaaf
 Lesson Seven - The Day of Eid
 Lesson Eight - Method of performing Eid Salaah
 Lesson Nine - Sadaqatul Fitr
 Lesson Ten - Qurbaani
 Lesson Eleven - Animals which can be slaughtered for Qurbaani
 Lesson Twelve - Rules pertaining to zabah (slaughtering)
 Lesson Thirteen - Zakaat - What is Zakaat?
 Lesson Fourteen - Types of wealth on which zakaat is Fardh
 Lesson Fifteen - Nisaab
 Lesson Sixteen - Who can accept Zakaat?
 Lesson Seventeen - Hajj
 Lesson Eighteen - Umrah
 Lesson Nineteen - Halaal and Haraam
 Lesson Twenty - Few rules pertaining to permissible and impermissible
 Lesson Twenty One - Income which is Haraam
 Lesson Twenty Two - Sins related to the heart
 Lesson Twenty Three - Sins related to the tongue
 Lesson Twenty Four - Sins related to the stomach
 Lesson Twenty Five - Sins related to the private parts
 Lesson Twenty Six - Sins related to the hands and legs
 Lesson Twenty Seven - Sins related to the whole body
 Lesson Twenty Eight - Islamic Months

5. ‘Aqaaid (Basic Aqaaid)

Part One:
 Lesson One - Belief Concerning Allah Ta’ala
 Lesson Two - Belief concerning our Nabi Muhammad (sallallahu alayhi wasallam)

55
  Lesson Three - The Angels
 Lesson Four - The Divine Books
 Lesson Five - The Holy Qur-aan
 Lesson Six - The prophets of Allah Ta’ala
 Lesson Seven - Qiyaamah (The last day)
 Lesson Eight - Taqdeer
 Lesson Nine - Life after Death
 Lesson Ten - Weighing of Deeds
 Lesson Eleven - Shafa’at (Intercession)
 Lesson Twelve - The Haudh-e-Kausar
 Lesson Thirteen - The Bridge of Siraat
 Lesson Fourteen - Jannah
 Lesson Fifteen - Jahannam
 Lesson Sixteen - The Sahaabah
 Lesson Seventeen - General Belief
 Lesson Eighteen - Kufr & Shirk

Part Two:
 Lesson One - Minor Signs of Qiyaamah
 Lesson Two - Major Signs of Qiyaamah
 Lesson Three - Hadhrat Mahdi (radhiyallahu anhu)
 Lesson Four - Dajjaal
 Lesson Five - Hadhrat Isa (alayhis salaam)
 Lesson Six - Yajooj and Majooj
 Lesson Seven - The Forty day Fog
 Lesson Eight - Rising of the sun from the West
 Lesson Nine - The Talking Beast

Part Three
 Lesson One - 30 Qualities connected to the heart
 Lesson Two - 7 Qualities connected to the tongue
 Lesson Three - 40 Qualities connected to the entire body

6. Seerah (Khulafaa e Raashideen, Islamic History Book 7 by Talimi Board KZN)

 The Sahaabah (radhiyallahu anhum)
 Hadhrat Abu Bakr (radhiyallahu anhu)
 Hadhrat Umar (radhiyallahu anhu)
 Hadhrat Usmaan (radhiyallahu anhu)
 Hadhrat Ali (radhiyallahu anhu)

7. Hadith and Akhlaaq (Tasheelul Hadith wal Akhlaaq Gr:1-7)

 Hadith Thirty Five - Wealth
 Hadith Thirty Six - Doubtful Things
 Hadith Thirty Seven - Intoxicants (things that make a person drunk)
 Hadith Thirty Eight - Being alone with a female

56
  Hadith Thirty Nine - Crying over one’s sin
 Hadith Forty - Death

8. Practical
 Eid Salaah
 Janaazah Salaah
 Salaah of a Masbooq
 Virtues and manner of visiting the Qabrastaan (graveyard)
 Sunnats: Revision of all 100 sunnats

9. Special Tarbiyat

Girls - Tuhfatul Banaat (Part 2)

 Lesson Twelve - Haidh and Fasting
 Lesson Thirteen - Haidh and Haj
 Lesson Fourteen - Haidh and Zikr
 Lesson Fifteen - Istihaadha
 Lesson Sixteen - Modesty in Islam
 Lesson Seventeen - Challenges faced by Young Girls
 Lesson Eighteen - ‘Iddah
 Lesson Nineteen - Final Worksheet

Boys - Tuhfatush Shabaab (Part 2)

Chapter Five:
 Looking at Haraam
 Photography
 T.V.
 Pornography
 Masturbation
 Zina
 Marriage
 Suicide

Chapter Six:
 Conduct at Home,
 Duty at Home,
 Mashwara,
 Always have a goal,
 Never be Idle, Employment, 7 Habits of a successful Muslim Youth

57
 Talimi Board KZN

Publications
QURAAN, QAIDAH & TAJWEED
1. 5 Para Qur-aan
2. Amma Para
3. Yassarnal Qur’an Part 1
4. Yassarnal Qur’an Part 2
5. Noorani Qaidah
6. Simple rules of tajweed
7. Remedial Qaidah
AHAADITH
1. Tasheelul Ahaadith wal Akhlaaq
FIQH
1. Basic Fiqh 1 & 2
2. Basic Fiqh 3
3. Practicals (Hanafi)
4. Practicals (Shafi’ee)
AQAAID
1. Basic Aqaaid
HISTORY
1. Islamic History (Grade 3)
2. Islamic History (Grade 4)
3. Islamic History (Grade 5)
4. Islamic History (Grade 6)
5. Islamic History (Grade 7)
6. Basic History
7. Senior Grades History
8. Seerah of Muhammad (SAW) - English
9. Seerah of Muhammad (SAW) - Zulu
10. Seerat-e-Mustafa (abridged)
PRE SCHOOL / SUNDRIES
1. Pre-madrasah Set 5 bks
2. Pre-madrasah Teacher Guide
3. Colouring Book (big) (non-animate)
4. Colouring Book (small)
5. Alif Baa Charts
6. Duas Charts
ADMINISTRATION
1. Attendance Register
2. Prep book
3. Teachers Manual
4. Pupils Diary
5. Report Cards
PUBLICATIONS USED IN SYLLABUS
1. Hundred Sunnats
2. Essential Duas for Muslims
3. Essential Duas for Muslims Part 2
4. Tuhfatul Banaat (Laws pertaining to girls)
5. Tuhfatush Shabaab (laws pertaining to
boys)
6. Zaruratul Muslimeen (Basics for Muslims)
7. Zaruratul Muslimeen (Zulu)
8. My First lessons in Islam
FAZAAIL KITAABS BY HZ SHEIKH
(RA)
1. Fazaa’il-e-Sadaqaat (simplified)
2. Fazaa’il-e-Aamaal (abridged)
3. Stories of the Sahaabah
4. Virtues of Madinah
5. Virtues of Makkah

58
 6. Maintaining family ties
7. Fazaa’il-e–Tijaarat
8. Fazaa’il-e-Qurbaani
BIOGRAPHIES
1. Ml Husain Ahmad Madani (RA)
2. Hayaat-e-Siddeeq (RA)
3. Mufti Mahmood Hasan Gangohi (RA)
4. Ml Maseehullah (RA)
7. Hizbul A’zam (big & small)
8. Hizbul A’zam selected duas
9. Natural Home Remedies
10. Consolement for the Grieving Hearts
11. Shahid-e-Qudrat
12. In the City of Rasulullah (sallallahu alayhi
wasallam)
13. Rules of a Muslim Home
14. Duas for the contentment of the heart
(pocket size)

OTHER PUBLICATIONS
1. Etiquettes for teachers
2. Etiquettes for students
3. Blessed Lands
4. Ulama-e-Deoband
5. Ulama-e-Haqq
6. What is Islam?

These books are available from the Ta’limi Board office. Pricelist available
on request. Please email orders to: orders@talimiboardkzn.org

59
 Teaching
Methodology
 Yassarnal Qur-aan P.1 & P.2
 Qur-aan Shareef
 Surahs & Duas
 History & Aqaaid

60
 How to Teach
Yassarnal Qur-aan Part One
1. Makhaarijul Huroof
Every child must recognize the NAME and SHAPE of the 29 Arabic letters. The child should be able to
distinguish the difference between the letters by understanding the amount of dots in the stomach, on
the head, above the teeth, etc.

Certain letters are more difficult to pronounce than others. The Muallim/ah should ensure that the
pronunciation of these letters are rectified at the very out set. Thus, correct pronunciation of the

following should be emphasised from day one. These letters are known as the Special Letters;

The teacher should not rely entirely on the qaidah itself to teach. Rather the chalkboard, charts, flash
cards etc. should feature prominently as aids.

Daily revision of previous lessons must be done.

The ‘full-mouth’ letters. These 7 letters will always be pronounced with a ‘full-mouth’ irrespective of
whether they have a Sukoon, Tashdeed, harkat or Tanween. These 7 letters are:

Besides the above 7 letters (and Ra), all the remaining letters are pronounced with an ‘empty-mouth’.

61
2. Joining Words
Ensure that all children have properly understood the difference between the letters before commencing
with the joining words.

Special note should be taken of the difference between the Alif and the Laam when they are joined.
Generally a weakness has been noted in this regard. To make out the difference remember the following:

The Laam will have a small ‘tail’ after it, e.g. ‫طل‬. The Alif does not have the tail, e.g. ‫ طا‬. The Laam can

be joined to the letter after it whereas the Alif cannot join the letter after it, e.g. ‫اي ىل‬

3. Harakaat
Use the spelling system. (A detailed guideline is displayed on the coming pages) Explain that the Fatha,

kasrah and dhammah should not be ‘dragged/pulled’ at all, e.g. ‫ َب‬to say ‘Baaaa’ is incorrect. It must be
pronounced with a ‘quick/short’ sound. The Fatha, kasrah and dhammah must not be pronounced with a
‘jerking’ sound.

Detailed Notes

Single Letters (Lessons 1-8)

Read single letters correctly, clearly with tajweed i.e. all letters must be read correctly from its proper
place of origination (Makhraj). If the pronunciation of a letter is not learnt correctly, do not advance to
the next letter.

Ensure that the child reads the full mouth letters full and the empty mouth letters empty. A circle may be
made around the full mouth letters to make it easy.

Ensure that the child reads the letters in Arabic (Alif, Baa, Taa, etc.) not in urdu (Alif, Bey, Tey, Sey, Thoy,
Zhoy, Fey, etc). This must not be tolerated.

Ensure that every letter is read completely. E.g. Daal, Zhaal not Dal, Zal or Daa, Zhaa - the Laam sound
must be heard in the end. Only pull the 15 letters that are to be pulled, not all the letters.

Alif/Hamzah must be read short, e.g. Alif not Aleef.

After lesson 8, the child must be tested (preferably by the supervisor). Only if this test is passed should
he/she be allowed to start double letters.

Lesson 4, line 8 has a Zaa written differently. Show the child the Zaa in the line below and explain to him/
her that both are the same.

Do not consider the single letters to be insignificant, they are the building blocks which make up the
proper recitation of the Qur-aan Shareef. If there is a deficiency in the letters it will eventually surface in
the child's recitation of the Qur-aan Shareef. Thereafter it becomes very difficult to correct and becomes a

62
headache for the teacher who will have endless complaints and problems. Listen very attentively to the
child when he/she reads a letter and correct him/her from the beginning. Do not allow the mistake to
get rooted in him/her because once it becomes a habit it will become very difficult to repair the damage.

Generally, out of sympathy, the teacher allows “small” mistakes and over looks them. Don’t ever do
this!

Remember, the teacher him/herself must be able to pronounce the letter correctly in order to pass it on
correctly to the child. If we are unclear about the pronunciation of a letter, refer to the supervisor or
some other qualified person. He will gladly assist us and will appreciate our concern. That is what the
supervisor is for.

Remember, if all the children in the class make the same mistake, it will mean that it is most likely that
the teacher is not teaching or maybe not even reading the letter correctly.

Dear teacher, what you put into the child will come out!

Double / Triple Letters (Lessons 9-16)

When joining letters, don't shorten the letters, rather read each letter properly. E.g. For “JeemBaa”
don't say “JimBa”.

If the child cannot recognise a letter when joining, then turn back to single letters, ask him/her what the
letter is, come back to the double letter and now ask him/her to read it. In most cases the child will then
not only read it correctly, but also understand the ‘concept’ and not make the mistake in future.

It is important to understand the problematic areas beforehand. Some of the common mistakes are:

a) Lesson 10 has Ayn in the joining form. This is often mistaken for Hamzah.

b) Lesson 11, line 7 has the letters LaamYaa which looks like AlifYaa. Explain to the child that
although it looks like an Alif it is a Laam. Similarly on line 8 of the same page is FaaDaal which is
often mistaken for FaaRaa.

c) Lesson 12, line 9 has the small Haa. Explain to the child that when the two dots are added, it
becomes a Taa.

d) Lesson 13, lines 8 & 10 have the letters LaamAlif. On the board, first write the letter Laam, ask
the child to identify it, thereafter join an Alif to it and then make him/her read both the letters.
Often LaamAlif is mistaken for a small Haa. Explain to the child that the small Haa is small and
the LaamAlif is big.

e) Lesson 14, line 5 has NoonWaaw which is often mistaken for ZaaWaaw. Show the child
a Noon in the single letters then explain to him/her that a Noon will always be joined to the
letter after it whereas a Zaa will not be. In this way the child will understand the ‘concept’ &
not make the mistake in future. Explain the same for NoonYaa that appears in Lesson 15, line 4.

f) Lesson 16 has LaamBaaAlif, etc. Often the Laam and Alif are mixed up. Show the child the
difference. On the second line is LaamLaamHaa. Show the child how it is formed by first
writing a single Laam thereafter joining the second Laam and then lastly the Haa. Similarly
explain AynMeemRaa. They often mistaken the Meem for a Haa.

Dear Teacher, ensure that the child reads each of these words correctly!

63
After the triple letters (Lesson 16) the child must be tested (preferably by the supervisor). Only if this test
is passed should he/she be allowed to start letters with harakaat.

Single Letters with Harakaat (Lessons 17-22)

Initially, start the child off with ONLY 2 or 3 letters WITH SPELLING correctly and CLEARLY. The child
should spell by saying Waaw Zabar Wa, Baa Zabar Ba and so on.

In this section too, the full mouth letters should be circled.

Ensure that the child does not drag the sound of the Zabar. It should be read with a short and swift sound
(yet not a jerking sound either).

Important Note: Do not allow the child to drag the sound of the Mutaharrik Letters at all! This will later
impact on his/her fluency in Qur-aan recitation and ends up in “Open/Close Letter mistakes”.

Listen to each child individually and very attentively. Sometimes it sounds correct but actually it is read
wrong.

Remember, two objectives must be achieved in this section viz.

a) Tajweed i.e. correct pronunciations and Full/Empty mouth.

b) Letters are to be read with a short and swift sound. Daily when teaching this section ensure that
these two objectives have been achieved. If not, do not go ahead.

After the child has mastered the letters with zabar, move on to Pesh letters in the same manner i.e.
Waaw Pesh Wu, Alif Pesh U’ and so on. The letters with a Pesh too must not be dragged at all. Once the
child has mastered the Pesh letters, revise Zabar and Pesh.

Thereafter move on to Zer letters i.e. Waaw Zer Wi, Baa Zer Bi and so on. Similar is the case with letters
with Zer. Ensure that they do not drag the sound of the Zer. It should be read with a short and swift
sound (yet not a jerking sound either).

Again, the golden rule, “Do not tolerate mistakes!” If you do, you are only making things difficult for
yourself later on.

Once the child has mastered Lessons 17 and 18, REVISE the Zabar, Pesh and Zer letters WITHOUT
SPELLING.

Note: You may take an extra day for this revision (without spelling) and no new sabaq may be done for
one day, but in the long run, it’s worth it!

Only after having mastered these two lessons should the child be allowed to move ahead. Thereafter,
from Lesson 19 to 22, the child does not have to read with spelling. However if he/she makes a mistake
then he/she must be made to spell and correct his/her own mistakes.

Note: By adopting the above method, the child is being taught how to think and apply concepts rather
than memorizing the lessons. If this much is achieved at the beginning of each new concept, the teacher
will only have to teach the first few lines (of each concept), after which the child will be able to apply the
concept him/herself. In most cases we are not doing this, hence we have to teach each child each line
every day. With the result, much time goes and more than often pupils still too do not grasp the concept/
s.

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After mastering Lesson 22 the child must be tested (preferably by the supervisor) specifically on Lesson
22. Only if this test is passed should he/she be allowed to start double letters with harakaat.

Double Letters with Harakaat (Lessons 23-26)

Initially, start the child off with ONLY 2 or 3 words WITH SPELLING correctly and CLEARLY with Tajweed
i.e. correct pronunciations and Full/Empty mouth. The child should spell by saying Baa Zabar Ba, Ha Zabar
Ha, BaHa.

Once the child gets the hang of it and understands the concept, he/she should continue without spelling.
Yes, the moment the child makes a mistake, he/she must be made to spell.

Note: As the lessons progress, spelling should be gradually phased out and only used when introducing a
new concept and when the child makes a mistake (in order to correct him/herself) as it takes up much
time. Remember, the objective is for the child to be able to read correctly. Spelling is only a means to
achieve this objective, not the objective itself.

When joining letters ensure that the child does not drag the sound of the letters. E.g. Instead of BaHa they
say BaaHaa. This is totally incorrect and must not be tolerated at all. If you overlook this error at this
stage, you are inculcating a bad habit in the child which will become very difficult to correct later when he/
she reaches Qur-aan.

After mastering Lesson 26 the child must be tested (preferably by the supervisor). Only if this test is
passed should he/she be allowed to start triple letters with harakaat.

Triple Letters with Harakaat (Lessons 27-28)

Initially, start the child off with ONLY 2 or 3 words WITH SPELLING correctly and CLEARLY with Tajweed
i.e. correct pronunciations and Full/Empty mouth.

The child should spell by saying Fa Zabar Fa, Ayn Zabar A’ (FaA’), Laam Zabar La, FaA’La + Fa Zer Fi, Ayn
Zer I’ (Fi I’), Laam Zer Li, Fi I’Li and so on.

When joining the three letters ensure that the child does not drag the sound of the letters. E.g. Instead of
FaA’La and Fi I’Li they say FaaAa’Laa and FeeIe’Lee. This is totally incorrect and must not be tolerated at
all. Again we say, if you overlook this error at this stage, you are inculcating a bad habit in the child which
will become very difficult to correct later when he/she reaches Qur-aan.

Once the child gets the hang of it and understands the concept, he/she should continue without spelling.
Again, if the child makes a mistake, he/she must be made to spell.

After completing the kitaab, the child should revise the last 2 pages WITHOUT SPELLING.

Finishing touches - Part One (Lessons 1-28)

After completing the kitaab it is essential to revise the entire kitaab. The child must be able to read clearly,
correctly with Tajweed and very importantly with fluency.

Always keep the two objectives in mind, viz:

a) Tajweed i.e. correct pronunciations and Full/Empty mouth.

65
 b) Letters are to be read with a short and swift sound.
If this is not achieved, the child should not commence Part Two since his foundation is weak. If the Part One
is weak the Part Two will also be weak. The result of which will be that the child will not be able to read Qur-
aan correctly. A typical example of this is the word FaA’La. If learnt incorrectly then he/she will read Surah
Feel incorrectly.

Strive to achieve quality rather than quantity.

Teachers may use intelligent students to assist in teaching weaker students but they themselves must know
their work very well and final testing MUST be done by the teacher.

If a child does not know his/her sabaq, then ensure that he/she is taught the sabaq IN CLASS before leaving
madrasah that day. You may reduce his sabak but ensure that he/she does something at least. Ensure that
sabaks are marked daily in the kitaab.

Summary of Objectives to be achieved in Part One

Tajweed i.e. correct pronunciations and Full/Empty mouth. Letters are to be read with a short and swift
sound.
Note: These are simple objectives which should be memorized and implemented.

How to Teach
Yassarnal Qur-aan (Part Two)
If the Yassarnal Qur-aan part two is taught thoroughly, the learner will Insha Allah have no difficulty in the
recitation of the Qur-aan Shareef.

The Yassarnal Qur-aan part two deals with 12 concepts. Each of these concepts is extremely important and
need to be thoroughly drilled into the children. A new concept should not be taught until the learner
thoroughly understands the previous concept. They are as follows:-
1. Sukoon / Jazam
2. Huroof-e-Maddah (Open Letters)
3. Tanween
4. Khara Zabar, Khara Zer, & Ulta Pesh
5. Madd
6. Silent Letters
7. Tashdeed
8. The Laam of Allah
9. Huroof-e-Muqatta’aat
10. Law of Qalb
11. Rules of Stopping (Waqf)
12. Noon-e-Qutni

66
 Common Errors in the Part 2

Huroof-e-Maddah (Open Letters)

There are three letters of Madd, viz. ‫ىوا‬
 An Alif preceded by a Fatha e.g. ‫بَا‬
 A Waaw Saakin preceded by a dhammah. e.g. ‫بُ ْو‬
ْ
‫ب‬
 A Ya Saakin preceded by a kasrah. e.g. ِ
Madd means to ‘pull’, thus whenever any of the above three are found then the letter before the
ُ ْ ‫بَا‬
‫ و ا‬or ‫ ى‬will be ‘pulled’ slightly – neither too long nor too short (as a ‘close-letter’). e.g. ‫ب ب ْو‬ِ

ً ‫اَفْ َو‬
The mouth should not be opened too much when pronouncing the alif preceded by a fatha.

e.g. ‫اجا‬

Tashdeed
The children should be made to understand that a Mushaddad letter is pronounced twice; once with the
letter before it and once on its own.

َ َّ
There is a sort of ‘firmness’ in the sound when pronouncing the Tashdeed. E.g. ‫ا ِياك‬

Waqf
Waqf means to ‘stop’. The children should be taught where to and where not to ‘stop’. Primarily, there are
three laws as to how Waqf should be made.

ً ْ ُ ‫ َم َع الْ ُع ْْس ي‬In this case the fathatain will be changed into a fatha.
‫ْسا‬
a) ‘Stopping’ at a Fathatain, e.g. ِ
ُ َ ََْ
b) ‘Stopping’ at a ‘round’ taa ‫ ة‬e.g. ‫ القارِعة‬In this case the ‘round’ taa will be recited as a haa saakin
ُ َ ََْ َ ََْ
ْ
( ‫) ه‬. Thus ‫ القارِعة‬will be recited as ‫القارِع ْه‬

َ ْ ُ ْ َ ُ ْ َْ َ
c) ‘Stopping’ at any other place besides the fathatain and the ‘round’ taa e.g. ‫تاتون‬ – ‫اْلمد‬. In this
instance, the harakaat will be ignored and the last letter will be recited as a saakin letter.

Exercise: Open the Qur-aan Shareef and ask the children to point out the ‘stopping’ and ‘non-stopping’
signs. Thereafter see whether they are making waqf correctly or not.

67
A few Important Tips
1. After each lesson of the Yassarnal Qur-aan, open to a page of the Qur-aan Shareef and ask the
children to apply / identify the concept taught to them. Randomly test previous concepts as well.
By doing this the children's recognition abilities will Insha Allah improve and the teacher will also
determine whether the children understood the lessons thoroughly or not.

2. Daily, revision of at least 3-5 pages must be done. As each child finishes the lesson, they should
remain at the Muallim/ah’s desk and revise previous lessons. The Muallim/ah does not have to
listen to each child individually. While a few of them may be doing the revision at once, the
Muallim/ah may continue listening to the lessons of others and randomly check on those doing
the revision.

3. Ensure that the learners have learnt Ta’awwuz and Tasmiyah correctly (with Tajweed) before
commencing with the Qa’idah.

4. Inculcate in learners the habit of placing the shahaadat finger while reciting.

68
 How to Teach
Qur-aan Shareef
Always keep the following in mind when teaching Qur-aan.
1. Virtues of teaching Qur-aan Shareef.
2. Qur-aan is the most important subject taught at Madrasah.
3. Work on becoming good, specialist Qur-aan teachers.

Objective of Teaching Qur-aan

To teach the children how to read the Qur-aan correctly with tajweed and gain the pleasure of Allah Ta’ala.
However keep in mind that we do not want to make them into Qaari Saahibs.

For the Teacher

1. Come early to class. (At least 5 minutes before Madrasah commences)
2. Be in the state of wudhu (or at least Tayammum for ladies if they cannot make wudhu).
3. Be confident of your own reading.
4. Prepare your Qur-aan lesson before coming to class.
5. Be vigilant in the class.
6. Carry a pen and pencil to class.
7. Mark the mistakes of the pupils using a pencil.
8. Mark the date for the daily sabaq in the margin of the Qur-aan.

For the Pupil

1. Make sure the pupils are all in the state of wudhu.
2. Make sure they read their lessons 5 times in the class before coming to you.
3. Make sure they have learnt their Qaa’idah part one and part two very well. Yassarnal Qur-aan Part
Two must be done at least three times (revision) before a child commences Qur-aan.
4. Make sure they handle the Qur-aan Shareef with respect.
5. Make sure they are paying attention in the class.

Grouping
1. Start off the new year with all the children in your class doing group work.
2. DO NOT TEACH CHILDREN QUR-AAN INDIVIDUALLY.
3. Strictly follow the syllabus chalked out for the grade that you are teaching.

69
Important factors in Qur-aan Recitation
1. Proper recitation of ta’awwuz and tasmiyyah
2. Pronunciation of names correctly.

Weak Areas
1. Makhaarij (proper pronunciation of the Alphabet) - Hakeemul Ummat, Hadhrat Moulana Ashraf
Ali Thaanwi (RA) has mentioned that there are 29 Arabic alphabets. Most of the letters are very
easily pronounced because of them having similar sounding alphabets in English or Urdu. There
are only about 7 letters that need drilling.

These are: , , , ,‫ذ‬,,‫ث‬

Villagers also have a problem with: ,‫ ف‬, ,‫ ش ع‬,‫ ز‬,

Hadhrat (RA) mentions that if every day we just practice only on one harf (letter), in one week
we will be able to master all the difficult letters and in two weeks the villagers will also master
the Arabic alphabet.

2. 10 Special Letters – , , , ,‫ ذ‬,‫ ث‬,‫ ح‬, , ,‫ع‬

3. Open Letters -

4. Close Letters -

5. Laws of Waqf -

6. Fluency - Repetition results in fluency: The more a child will repeat his / her lessons, the more
fluent he / she will be able to recite. Introduce a system of sabaq, sabaq dhor and dhor (as done in
the hifz class. This system will definitely improve the fluency of the learners, Insha Allah).

Testing
1. Each pupil must be tested his/her lessons separately.
2. Do not suffice on testing only two or three pupils in a group.
3. When testing a learner, ensure the rules which were marked the previous day are applied fully,
and the danger/special letters pronounced correctly. Do not allow a single rule to be overlooked
or a single letter to be mispronounced. Remember, if the teacher is lax in the application of a rule
or pronunciation of a letter, the learner will become ten times more lax.
4. After testing the learners, the teacher can now teach the next lesson. No learner must be sent
home if he/she does not know the present day’s lesson. If the learner does not know the lesson,
he/she must be kept in after madrasah and taught the lesson by the teacher.

How to teach a new Lesson

1. Prepare your lesson before coming to class.
2. Seat the pupils around you so that you have your eye on each one of them.

70
 3. Make sure everyone knows where the sabaq (lesson) is and that they are pointing with their
shahaadah finger.
4. Read out the entire lesson to the class word by word. This must be done thrice.
(Grade 1-4).
5. When teaching a new lesson, the teacher must first read out the lesson at least three times. Many
a times it is found that teachers are not teaching the lessons to the pupils. Lessons are marked
and pupils are made to learn the lessons on their own. [This, in most cases, is not possible as
pupils have no one at home to teach them.]
6. For the first five paras, the five para Qur-aan should be used because it has a larger font.
7. In the lesson which is being taught, there may be words which are difficult to pronounce. The
teacher must write them on the board, underline the appropriate letters, and mark the ghunnah
and ikhfa wherever applicable. Then ask learners to repeat after you.
8. Make them read out the lesson after you.
9. Thereafter make one pupil recite the new sabaq out aloud correcting all the mistakes. (Have a
new pupil to recite each day.)
10. Correct any mistakes immediately. Do not allow even one mistake to pass you.
11. Introduce a system of sabaq, sabaq dhor and dhor for Qur-aan reading. [as done in the hifz
classes]
12. Once this is complete, the teacher must test the last three days’ lessons. You do not have to test
each child the entire three days’ lessons, rather test them randomly focusing more on the weaker
pupils.
13. Once this is complete, the teacher must now test them their back lessons (dhor). There has to be
a systematic revision programme. Start the revision program from the beginning of the year’s
work at an average of two/three pages per day. This continues until we reach the present lesson.
Once this is completed, we start from the beginning again. This system is similar to the system
adopted by those teaching hifz of the Qur-aan — namely: sabaq, sabaq dhor, and dhor (so you
have your current lesson, the last three days’ lessons, and revision from the beginning).
14. Teachers must insist on learners to learn their new lesson at least 5 times, sabaq dhor at least 3
times, and dhor at least one time. All this must be done at home — not just before madrasah
starts or just before the Qur-aan period. Remember: There is only one way to improve fluency,
and that is with repetition. And repetition is ensured when the above system is adopted. Note:
The key is quality and not quantity. If a learner is taught the first five paras strictly and
thoroughly, there is no reason why he/she cannot read the rest of the Qur-aan correctly on his/
her own.
15. Fill in the prep book on a daily basis as to how much of sabaq, sabaq dhor and dhor has been
done. This helps divide your work properly and also allows the principal/supervisor to monitor the
progress of each class.

Assessing the Children

1. Each pupil must be assessed separately. Weak areas must be marked on the progress card.
2. Try to rectify each pupil’s weaknesses.
3. At times ask your principal to assess your class and show you your weak areas.

Revision
1. Daily pupils must be made to do revision of yesterday’s lesson.
2. This must be done after today’s lesson has been taught.

71
 Teaching Tajweed
The following laws of tajweed could be introduced to the children:

Primary Focus
1. Makhaarij of the special letters
2. Ghunnah (Ikhfaa, Idghaam, Meem Mushaddad, Noon Mushaddad,) [should be marked in the Qur-
aan by making a small circle over the letter of ghunnah].
3. Madd (Big and small)
4. Huroof-e-Maddah (Open Letters) and Closed letters

Secondary Laws
1. Rules of Raa [teach pupils the law and make them practice it]
2. The laam of Allah Ta’ala
3. Qalqalah

What must I do if I cannot manage to reach a child?

1. Perform two rakaats of Salaah and beg Allah Ta’ ala to help you.
2. Give some Sadaqah on behalf of that particular child even if it is a small amount.
3. Make mashwarah with senior experienced teachers regarding what problems you are
experiencing and how to solve them.
Note:
1. Another very essential tool for the implementation of the above is The Message Book. Each day’s
sabaq, sabaq dhor, and dhor must be clearly written in each learner’s message book. Parents must sign
it daily only after the learner has learnt the work as instructed as well as the number of times
instructed. Parents must be advised of the need to co-operate in this regard.

2. Teachers must learn effective time management. No time must be wasted in settling down the class,
idle talk, etc. Divide your time appropriately. E.g. “I have a class of ten learners. Twenty minutes are
spent in listening to the new lesson, twenty minutes for teaching the next lesson, ten minutes for sabaq
dhor, and ten minutes for dhor. You do not have to divide your time exactly like this. Identify where
weaknesses lie and devote more time there.”

Conclusion
Regard it as a great ni’mat of Allah Ta’ala to be teaching Qur-aan. Appreciate this great favour of Allah
Ta’ala and serve these children with sincerity and dedication. Insha Allah we will be rewarded
tremendously for this in this dunya as well as in the Aakhirat.

May Allah Ta’ala accept us all for the khidmat of the Qur-aan, Ameen.

72
 Hijjeh (Spelling)
َ‫َبا‬ ََُْ
‫اوا‬
َ َ َ َ
oon ‫ن‬, abar atha na Alif ‫ا‬ , abar atha A ‫ا‬
Baa ‫ب‬ abar atha َ ba ‫َب‬ Baa, waaw ‫بو‬ , pesh dhamma ُ boo ‫ب ْو‬
ُ
َ َ َ
- - ‫ا ُ ْو‬
َ َ
Alif ‫ا‬ do- er asratain ien ‫ا‬ oon, Alif ‫ن ا‬ , abar atha naa ‫ا‬
َ َ َ
- - ‫َبا‬ - - ‫ا ُ ْو ا‬

‫ا َ َن‬ ‫َ َوا‬
َ َ
Alif ‫ا‬ , kharaa abar atha Mu addara Seen abar atha Sa

‫ا‬ aaw, Alif ‫ا‬ ‫و‬ , Mudd , abar atha

Meem , abar atha َ Ma ‫َم‬

َ waa ‫َوا‬

-
َ‫ا‬ - ‫َ َوا‬

oon ‫ن‬ , abar atha َ na ‫َن‬ am ah , Do pesh Dhammatain Un

- - ‫ا َ َن‬ - - ‫َ َوا‬

ْ ‫َ ْو‬ ْ َّ ُ
ِ
َ َّ ُ
aaf, aaw ‫و‬ , abar atha َ aw ‫ْو‬ Seen, noon ‫ن‬ pesh dhamma ُ Sun

ِ ْ ‫ن‬ َ ْ َ
aam, aa , er asra ee ِ oon, Taa abar fatha nat

ْ ‫َ ْو‬ ْ َّ ُ
- ِ

73
 ‫ِ ْ ت ِ ِ ْم‬
َ َ ْ ِ َ ‫ُم‬
ِِ
ha abar atha َ a Meem Pesh Dhamma ُ Mu ‫ُم‬
َ
Taa, aa ‫ف‬ abar atha َ Taf
ْ َ
Taa, aa Mudd , er ‫ط‬
asra ِ Teee ْ ‫ِط‬ ْ َُ
‫م‬
ِْ َ
aa ‫ف‬ er asrah ِ i ِ
ِ
ِ َ ‫ُم‬
um a hara abar atha mu addara

Aaa
aa, aa ‫ف‬ er asrah ِ ee
ِْ َ ِْ

Taa er asra ِ Ti ِ‫ت‬ Mutaffi fee

ْ ِ ِ ِ َ ‫ُم‬
َ َ
ِ‫ِ ْ ت‬ oon ‫ن‬ abr atha َ a ‫ن‬
ِ َ ْ ِ َ ‫ُم‬
aa, Meem er asra Mutaffifeena ِِ
im ‫ِ ْم‬
َ
‫ِ ْ ت ِ ِ ْم‬

74
Guidelines for Teachers on how to Mark
Tajweed in the Qur-aan

x x x x

Under line the open letters

75
 Teaching Surahs and Duas
Among those who will be given shelter in the shade of the ARSH (Throne of Allah Ta’ala) on the Day of
Qiyaamah are the following persons:

1. Those persons who teach the Qur-aan to Muslim children.

2. Children who learn the Qur-aan in their childhood and are devoted to its recitation when
grown up.

The importance of correct recital of the Qur-aan can never be over-emphasized. Our aim should be that
each child recites the Qur-aan correctly.

Before Teaching a Surah/Dua

Always work towards quality and not quantity. It is better to let the pupil memorise a few surahs
properly than to know a dozen surahs “half-baked”. Apart from Surah Fatihah, which every child must
learn first, start with the simplest surahs as listed in the progress card.

Strictly follow the syllabus: The syllabus has been divided in such a way that pupils will have to learn one
surah a term.

Mentioning the virtues of reciting the surah/dua will make the pupils appreciate the beauty of the Qur-aan
Shareef and will motivate them to recite these surahs/duas at the appropriate occasions.

How to teach a new Surah/Dua

1. The words of the dua or surah should first be written on the board. Use different colour chalk to point
out/emphasize any specific aspect (Special / Danger letters, etc.)

2. Thereafter the Muallim/ah should recite the surah to them with special emphasis on the letters that
need attention. In grades one and two, pupils are unable to read from the text. Hence the teacher will
have to read out the surah word for word and allow the learners to follow her in the recitation.

3. New sabaq must be read out by the Ustaad to the pupils. Pupils must not be asked to go home and
learn the new sabaq on their own. This is extremely important.

4. Always teach a new surah / dua one verse at a time. Teach aayat by aayat – NOT the whole surah at
one time. If the children seem tired, stop for a minute or two, change the subject and then continue.

5. Let the class recite it collectively, then ask each learner individually to recite it. If he/she makes a
mistake, the Muallim/ah should correct him/her and ask the class to assist in correcting the learner.

6. While listening to the pupil’s surah, the Ustaad should make it a habitual practice to mark the errors of
the pupil in pencil, in the pupil’s Qur-aan. This will serve as a reminder to the pupil. The pencil marks
could be erased at a later stage.

7. It is very important that the Ustaad does not tick (as correct) any surah/dua in the progress card until

76
 he/she is completely satisfied that the learner is reciting correctly.

8. Use the aid of a tape recorder / cd player to assist the improvement of recital. The recitals of Sheikh
Khalil Husri or Sheikh Abdur Rahmaan Huzayfi could be played in the classroom to allow pupils to listen
correctly.

Note: If the learners constantly make errors in pronunciation, mark the mistake in pencil so that the parents
may assist that learner at home.

Take Special Note of the following:

1. Makhaarij of the letters

2. Open and close letters

3. Incorrect memorisation of words

Teaching aids for teaching surahs / Duas

1. The use of CD’s

2. Duas and Surahs written on charts with special letters written in red or different colours.

3. The blackboard could also be used daily for new portions to be memorised.

Abu Mansoor Muhammad Al-Baghdaadi (rahmatullahi alayh) was a

pious saint who was a Saahib-e-Karaamat (one who was able to do
miracles). He had taught the entire Qur-aan to 70 blind students. After
his demise someone saw him in a dream and enquired as to how Allah
Ta’ala had treated him, to which he replied, “Allah Ta’ala forgave me by
virtue of my having taught little children Surah Faatiha.”

VERY IMPORTANT:
Muallim/ahs should be 100% sure of their own pronunciation of the surahs and duas, otherwise learners will
pick up the wrong pronunciation. It is advisable that the Muallim/ah revise their surahs/duas with some
senior and experienced Muallim/ah before teaching the class.

77
 Teaching Hadith
The Object of Teaching Hadith is to:
1. Inculcate the teachings of Rasulullah (sallallahu alayhi wasallam) in the lives of our children.

2. Memorise the wordings of the Hadith. If the child has memorized the Ahaadith and understood its
meaning, he/she will Insha Allah remember them on the appropriate occasions and practice upon
them.

3. Learn 40 Ahaadith of Rasulullah (sallallahu alayhi wasallam). One who learns 40 Ahaadith of
Rasulullah (sallallahu alayhi wasallam) will be counted among the Ulama on the day of Qiyaamah.

Keep in mind the following guidelines when teaching Hadith:

1. Time
The official Hadith period will be once a week, on a Wednesday. However, a quick revision of the Hadith
should take place daily between subjects. A chart of the new Ahaadith should be pinned on the board. A
quick revision can take place between subjects for 1-2 minutes daily. For instance, the Qur-aan Sabak is
over and it is now time for Fiqh. Before the children can open their Fiqh books, revise the Hadith quickly
for 1-2 minutes. Get the entire class to repeat it together a few times.

2. Teaching a New Hadith

When teaching a Hadith for the first time the following procedure must be followed:
‫ُ ه‬ َ َ
1. Make the pupils recite  ِ‫ ا َر ُ ْو اّٰلل‬before each Hadith.

2. Read the Arabic text, word for word, at a slow pace so that the correct pronunciation of every
letter and word is clearly heard by the children.

3. Read the translation.

4. Make at least three children read the Hadith from the kitaab. Correct any mistakes. Emphasise the
correct pronunciation of letters that are commonly mispronounced.

5. Make the entire class repeat the Hadith three times with the translation.

6. Very simply explain the meaning of the Hadith. If it is something that can be practically
demonstrated immediately then do so. For example, the Hadith “Assalaamu Qablal Kalaami” has
just been taught. Ask Ahmed to go across the class, meet Yusuf and ask him how he is feeling.
Ahmed who has understood the lesson goes to Yusuf and first makes salaam before speaking to
him. Praise Ahmed. If he did not make salaam first, ask the class: “What did Ahmed do wrong?”
Make a second child do the same. The same kind of demonstration can be done for various other
Ahaadith, such as the Ahaadith relating to drinking in three sips, removing the left shoe first,
wearing a garment from the right side, entering the toilet with the left foot and leaving with the
right, etc.

78
3. Commitment
After the above has been done, ask the class: “Who is going to always make salaam first before talking?
“After they have put their hands up, praise them and encourage them with a few words. For example, tell
them: “Allah Ta’ala and our beloved Rasulullah (saw) will be very pleased with us if we practice on these
sunnats.”

4. Follow up
Do a follow up during the “quick revision” the next day. Enquire who practiced upon the Hadith that was
taught the previous day. Praise those who have practiced upon it, and encourage those who have not.

There is no pupil activity included in this kitaab. A standard worksheet which includes the following
questions should be used at the end of each lesson:
1. What is the Arabic wording of the Hadith?
2. What is the meaning of the Hadith?
3. What are “The Lessons learnt from the Hadith”?
4. What is the story you learnt from this Hadith?
5. How does this Hadith affect yourself and your fellow Muslims?
6. To what extent are you able to practice on this Hadith?

Teaching the 100 Sunnats

Choose a time approximately two minutes in the day. Preferably after the Qur-aan period or before leaving
for home.

Explain the new sunnat to the class. If possible, practically demonstrate it.

Make each child memorize the sunnat taught for the day.

Make a chart with the different sunnats being taught e.g. sunnats of eating and pin it up on the wall.

Test the class on the previous sunnat before teaching them the new sunnat. Thereafter ask which one of
them had practiced on it.

At the end of each chapter, revise all the sunnats of that chapter before commencing the new chapter.

Daily make a note in the feedback column of the prep book as to which sunnat was discussed for that day.

Make dua that Allah Ta'ala imbibes the spirit of sunnat in us all.

Syllabus of Sunnat Kitaab for the Year

Grade 3: Sunnats of toilet and eating

Grade 4: Sunnats of drinking and sleeping

Grade 5: Sunnats on awakening and clothes

Grade 6: Sunnats of home and misc. Sunnats

Grade 7: Revision of all 100 sunnats

Special Class Boys & Girls: Entire Sunnat Kitaab

79
 Guidelines for Teaching ...
Practicals
While it is obvious that it is extremely important to know the theory of wudhu, Salaah etc., the purpose of
the theory is to enable one to correctly fulfil the actions. Thus if a child knows the Masaa’il of wudhu, Sa-
laah etc. very well but he cannot practically perform these actions correctly, the main object of teaching
the masaa’il has not been achieved. It is therefore imperative that the children are taught PRACTICALLY
how to implement the theory they have learnt. The following must be kept in mind when teaching the
practicals:

1. Every child must take turns to practically perform Wudhu, Tayammum and Salaah according to the
details in the syllabus breakdown.

2. Those Makaatib which are in the schools and no appropriate facilities are available, wudhu must be
demonstrated out on the grass. The child performing the wudhu may be seated on a chair and some-
body may pour the water for him from a jug or bottle.

3. For tayammum, bring a brick or sand in a flat container or a box and allow the children to take turns to
practically perform the tayammum in class.

4. Salaah should be performed by each child in the class.

5. While one child is demonstrating any action, all others in the class must be made to stand around and
observe. Teachers should pay attention to errors and correct them immediately.

6. Emphasis should be on practical aspect, not theory. Children are not expected to know the points off
by heart. They should rather be made to demonstrate the relevant aspects in detail.

7. The practicals of girls and boys from grade 5 upwards must be done separately.

Fiqh
1. Come well prepared for the lesson.

2. Summarise the previous lesson before commencing a new lesson.

3. Introduce the new lesson to the class by asking them general questions about the new lesson.

4. Ensure that your lesson is properly time framed.

5. Write down important / key words on the board.

6. If you cannot take the children to Badar, bring Badar to the children.

7. Do not just read the text out of a text book.

8. Be active, full of life and expressive when teaching a lesson.

9. Divorce your chair and marry the chalkboard.

10. Summarise the lesson with quick oral questions.

11. Make a written note of any weak area found in the lesson so that you can rectify it at a later stage.

80
History
Aims and Objectives of Teaching Islamic History
1. Embed the love of Allah Ta’ala and His Rasul (sallallahu alayhi wasallam) in the hearts of the children.

2. To learn the “lifestyle” (Sunnah) of Rasulullah (sallallahu alayhi wasallam) and bring it into practice.

3. To strengthen our Imaan by discussing the incidents in the lives of the Ambiyaa (alayhimus salaam).

4. To take lesson and courage from the lives of the Ambiyaa (alayhimus salaam) and the Sahaabah
(radiyallahu anhum) and to avoid mistakes people made in the past.

5. To appreciate the difficulties and hardships Rasulullah (sallallahu alayhi wasallam) and his Sahaabah
(radiyallahu anhum) underwent for Islam to reach us.

6. To make Rasulullah (sallallahu alayhi wasallam) our role model in life.

Teaching Aids: Charts, Maps, Worksheets, Text book.

How to Teach a History Lesson

1. Prepare very well before coming into the class. Be 100 and plenty percent prepared.

2. Research the topic by reading other authentic books like Seerat-e-Mustafa, Stories of Sahaabah, etc.

3. Commence the lesson by praising Allah Ta’ala and sending durood upon Rasulullah (sallallahu alayhi
wasallam).

4. Introduce the lesson to the pupils by asking some questions regarding the lesson.

5. Use the chalkboard by making necessary notes.

6. Present the entire lesson by explaining the lesson with all the necessary points and lessons.

7. Be vibrant and alive when delivering the lesson. If you cannot take the children to Badar, bring Badar
to the children.

8. Explain difficult words e.g. hijrah, caravan, Ansaar, Muhaajir, etc.

9. After delivering the lesson, summarize it by explaining the important points in the lesson.

10. Recap the lesson by asking quick, pertinent questions to the children.

11. Ask one pupil to read out the lesson out to the class.

12. Give the children some activity / worksheets, etc. to complete in the class.

13. Don’t go over the class time…… If need be, the lesson can be done over two or three weeks.

14. Where possible, get the children to act out the lessons.

As a teacher, try your best to build your knowledge on Islamic History. Read the history of Ambiyaa, Sa-
haabah and other great Ulama of the past and also the Ulama-e-Deoband. Enrich yourself with the history
of Islamic Saviours. It will be an inspiration for yourself as well as a means of inspiring others.

81
Aqaaid
From the 8 subjects taught at a Maktab, the most important subject is the subject on Aqeedah. This is
the foundation of Islam. Without Imaan we are building castles in the air.

1. Prepare very well before coming into the class. Be 100 and plenty percent prepared.

2. Write the topic on the board.

3. Question the learners on the topic to get an idea what they know regarding it.

4. Thereafter explain the topic by means of a chart or putting down points and diagrams on the board,
step by step as planned.

5. The introduction, body and conclusion of the lesson should be explained without using the text
book.

6. After the lesson has been explained, to reinforce the lesson and ask one of the learners to read the
text from the text book and elaborate where necessary.

7. Ask one or two learners to recap the lesson or explain what they have understood.

8. Now ask the pupils if they have any further questions which they are not clear about. Clear their mind
of any doubts.

9. Allow pupils to revise or do the worksheet for the last 5 – 10 minutes.

10. Every Lesson must be a lesson on Aqaaid.

11. Don’t go over the class time…… If need be, the lesson can be done over two or three weeks.

Teaching Aids: Charts, Worksheets, Text book.

82
Examination
Documents
 Exam Guidelines
 Revision for Exams
 Remarks Suggestions
 Mark Sheets

83
 Exam Guidelines for
Teachers
1. All examinations on Saturdays will commence at 08h45.

2. There will be no exams in Fiqh, Aqaa'id and History for grades one and two.

3. Grade three onwards will have written papers in all subjects besides Qur-aan, Surahs, Duas and Had-
ith.

4. Pupils must be informed of the extent of work to study in each subject.

5. Qur-aan, Surahs, Duas and Hadith will be tested by external examiners during the June and November
exams.

6. When testing the Qur-aan and surahs, 5 marks will be deducted for the incorrect recitation of ta’aw-
wuz and tasmiyyah. Thereafter marks will also deducted for incorrect pronunciation of special letters,
harakaat, open and closed letters, rules of waqf and fluency.

7. In the Hadith, the grade one, two and three pupils will be tested on the Arabic wording of the Hadith
and the translation only. The grade 4 -7 pupils will also be tested a few points from the lessons learnt
from the Hadith. No pupils will be tested the stories.

8. Most emphasis will be placed on daily duas such as eating, sleeping, toilet, wudhu, salaah duas and
the kalimahs. Pupils will also be tested on duas done for that year.

9. There will be no exams in Akhlaaq for all the grades.

10. Pupils who are absent for the exams will not be given any mark. An ‘A’ circled in red in the report will
indicate that the pupil was absent.

11. Written examinations will be conducted by examining one subject per day. This is to prevent stress
from school exams which are conducted in the same period.

12. The pupils of the different Makaatib attend different schools, hence we cannot cater to be different in
exam dating in relation to every school.

13. When required, teachers will be made to conduct the examination of another class or to do the invigi-
lation of examinations of your class or any other class.

14. The marks for the Qur-aan, Surahs, Duas, Hadith and the written papers (class 3 upwards) must be
entered into the Yellow Mark Schedules / Sheets. Please triple check to see that all additions, totals,
percentages and averages are correctly calculated. The class teacher is responsible for correct calcula-
tions. This form must be filled in and sent to the office for record keeping.

15. Draw up a revision program for the pupils so that the necessary work can be revised. If it is possible,
contact the parents to assist the pupil in the revision.

16. Have the names of the children written down in the mark sheet prior to the exams.

84
17. Encourage the baaligh girls to wear purdah and attend madrasah, especially for the examination.

18. Those girls who are in their menses should be indicated with a star on the mark sheet. They should
not be embarrassed in front of the entire class.

19. There will be no examination for pre-school pupils. However an assessment of the pre-school pupils
should be conducted by the class teacher and the appropriate symbols should be filled into the re-
port.

20. Ensure that all pupils are present at the Madrasah at least 10 minutes before the examination com-
mences.

21. Have the progress cards for each pupil filled in and ready for the examiner.

22. Marks will be deducted in accordance to the criteria attached to this form. Please take note of these
points when doing revision with the pupils.

23. A mark out of 50 will given for the attendance of each pupil. A guide on how to work this out is at the
back of the blue form. The formula to work out this mark is as follows.

e.g. There are 150 Madrasah days from the beginning of the year up to the end of the second term. Zaid
stayed absent for 5 days i.e. he was present for 145 days. Divide the number of days he was present by the
total number of Madrasah day’s i.e. 145 days divided by 150 days = 0.96. Now divide 96 in half = 48. This
mark (48) will be added into the report for the pupil’s attendance.

Revision / Preparation for the Final Exams

ْ َْ َ َّ َ َ َ َّ َ َ َ
ِ ‫ا ِذا تكرر تقرر ِِف القل‬
When revision is done, it is then firmly embedded in the heart (Arabic Saying)

Tip: PREPARATION FOR THE FINAL EXAMS SHOULD START ON THE 1ST DAY OF THE 4TH TERM!!!

1. Ascertain the dates of oral and written examination.

2. Create a study plan for each subject by putting pen to paper. A good time to do this is early in the
morning after the Fajar Salaah. Work out your weak areas. Draw out your plan of action and show it to
your supervisor, principal, senior teacher, etc. You will now be armed and ready for the exams.

3. Daily make notes in your Ta’leem planner of what work was done and what was not done.

4. Set up a parents meeting and discuss the importance of revision. Also ask them to assist you in the
task of revising at home.

5. Try to set up Saturday classes, at least three or four times for the term. This will insha Allah give you
more time to work on the weaker pupils.

85
 How to go about doing
Revision?
Written Subjects (Fiqh, Aqaaid & History)
1. Summarise each lesson in the form of a worksheet or on the board, noting down the most important
facts of each lesson. Do not re-write the entire lesson. Now teach each lesson from the worksheet or
the board without using the text books. Try to do 2-3 lessons per day according to your timetable. E.g.
Aqaaid Book 4 has 10 lessons. Do three lessons a week. In a month you will be able to complete the
entire book. The same must be done for the other subjects.

2. When the revision for a particular book/subject has been completed, restart the same worksheets all
over again. Thereafter, set up a Mock Exam. Use past year papers. This will give you a proper criterion
on the weaknesses in your class. (Past Exam papers can be downloaded from the Ta’limi Board web-
site). Thereafter work on the weak areas.

3. Draw up charts for the more important lessons and place them on the wall. Keep on referring to these
charts. Make each pupil stand in front of the chart and explain the lessons.

NOTE: Pupils don’t know how to do revision on their own. We will have to do the revision with them. In
this way we will insha Allah also have peace of mind that the work is being done correctly and the correct
subject matter is learnt. This works much better as opposed to just handing over to them the exam criteria
and saying to them: “Learn this, that and that for the exams,” and then leaving them on their own. This
method also lessens the workload of the student. When there is too much information to absorb, it be-
comes daunting for the pupils and they give up even before they begin.

Oral Subjects (Surahs, Duas & Hadith)

Revision of oral subjects must be done daily. Divide your time such that you give 5 minutes for Hadith, 15
minutes for Surahs and 15 minutes for duas.

Hadith
Put up charts with the Arabic wording of each Hadith and its meaning on the wall. (Electronic copies of the
charts are available from the Ta’limi Board via e-mail. (Contact: info@talimiboardkzn.org)

Refer to the charts daily and make the pupils repeat each Hadith, after you with its meaning, five times.

Daily revise the Ahaadith of one grade. The lower grades can revise two or three Ahaadith daily.

Test each child individually; grading him/her on the progress card.

86
 Surah & Duas
Ascertain the number of surahs to be learnt for the examination. Thereafter teach one or maximum two
surahs a day, paying special attention to proper pronunciation and the tajweed of each pupil.

Do the complete revision of all surahs at least three times. Also ask pupils to recite the entire dhor of all
surahs to their parents and get them to sign it. If possible, ask them to recite to each another whilst you
are testing the weaker pupils.

Each pupil must be tested individually, marking their mistakes in their kitaabs. Show them how to rectify
it and appoint a brighter pupil to help them revise whilst you move on to the next child.

Pay more attention to the weak learners. Pair them up with the brighter pupils and try to improve their
recitation.

Fill in the progress card or you may also use a progress sheet (please find attached) to mark off how
much of work has been covered.

Qur-aan
The most difficult subject to do revision for is Qur-aan. Unlike other subjects that can be rectified easily,
Qur-aan is the most difficult subject to rectify all at once. However, it must not be discounted and left out
completely. A thorough revision program must be put in place.

1. Grade R and One: The Qaidah Part One and Two must be completed as soon as possible. Thereaf-
ter work out a program of revision where the entire kitaab must be repeated at least three times
before the final examinations.

2. Grade Two: The same can be done for the 1st Para. Get the entire class to sit in a group for the
entire Qur-aan period and get them to do the planned revision for the day. Each pupil should get a
turn to read some portion of the dhor.

3. Grade Three - Seven: Although it may be difficult in grade 6 and 7 to do dhor of all the work cov-
ered, a revision program should nevertheless be drawn out on how much of dhor must be done
daily. Thereafter, according to our program, daily revise the lessons planned.

Conclusion
Revision demands lots of patience. We will have to persevere and try to the best of our ability to revise all
the work done for the year thoroughly. The key to our success is to TRY and CRY. Try as much as we can
and Cry to Allah Ta’ala to accept our humble efforts and crown them with success.

87
 General Remark Suggestions for
Pupil's Report
5. Has given off his / her best at all times.
Attendance
6. Has never shirked his / her duties.
1. Has been regular and punctual to madrasah.
7. Has made very little effort to improve.
2. Stays away for trivial matters.
8. A very consistent worker.
3. Poor attendance has retarded progress.
9. An inconsistent worker.
4. Has been known to play truant.
10. Takes a keen interest in his / her studies.
5. Is often late to madrasah.
11. Can do better if he / she tries harder.
6. Has never been late to madrasah.
12. Is physically handicapped, and his / her studies has
7. Is always on time at madrasah. suffered as a result.

Neatness: 13. Has slackened considerably in his / her work.

1. Takes pride in dressing neatly.
2. Always neat in appearance.
3. Should pay more attention to neatness.
4. Always reminded to pay attention to neatness.
5. Should pay particular attention to his/her dressing.
Conduct:
1. A very well behaved pupil.
2. One of the best behaved pupils in class.
3. A pupil who sets an excellent example.
4. Always courteous and obliging.
5. A pupil with pleasant manners.
6. Conduct has been consistently good.
7. A very obedient pupil.
8. There is room for improvement.
9. A disobedient pupil.
10. Carries out duties in a conscientious manner.
General Remarks
1. Hard working and enthusiastic.
2. Has produced very good results.
3. An industrious and painstaking pupil.
4. A diligent pupil.
14. Laziness and carelessness has affected / retarded
progress.
15. Has made remarkable progress this year.
16. Has a very bright future.
17. An intelligent / average pupil.
18. Takes a keen interest in all madrasah activities.
19. Capable of better work.
20. Has made steady progress.
21. Should pay more attention to his / her work.
22. Will have to work harder next term / year in order
to produce better results.
23. Has worked satisfactorily.
24. Must devote more time to reading.
25. Greater effort is needed for success.
26. (If weak with all his work) - He has not coped with
all his work or he was unable to cope with the work
in all subjects.
27. Must try harder.
28. Has not given off his /her best.
29. Has shown much interest in his / her work.
30. Outside interest has affected / retarded progress in
madrasah work.
31. Has proved very helpful and useful to teachers and
other pupils.

88
89
90
 Practicals & Sunnats Marksheet
Date: Practicals
100 Sunnats
Maktab: Mu'allim/ah: Grade/s:
Grade: Three Four Five Six Seven (boys) 50 3 4 5 6 7 50

No.

Jalsa
itr
Name of Pupil

Ruku
Masboo

Sajdah
a'dah

Ghusal
Salaam

udhu
iyaam
Takbeer
aumah
Eid Salaah
Home 70-100

Tayyamum
abrustaan
Revision 1-100

Salaah chart
Jana ah Salaah

Sajdatus Sahwu
TOTAL

Sajdah tilaawah

Aadaab of toilet
Toilet / Eating 1-32
TOTAL

Adhaan & I aamah

Drinking / Sleeping 33-
Awakening & clothes 57

1
2
3
4

91
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Please note that all pupils will be tested on previous years work as well. E.g. Grade 7 boys and girls will be tested in wudhu, ghusal, salaah, etc.
 Examination Mark Schedule
Half yearly Final

T.Banaat / T.Shabaab
Practicals /Sunnats
Madrasah:_______________________________

Grand Total
Attendance
Qur-aan

Hadeeth

Position
History
Aqaaid
Surahs
Duas

Fiqh
Mu’allim/ah:_____________________________

No Name of Pupil 50 50 50 50 50 50 50 50 50 50

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

92
 Pupils Report Card
Front Back

Inside

93
Teacher’s
Documents
 Guidelines for Mu’allim/ahs
 Conditions of Leave
 Time Book
 Year Planner
 Classroom Rules
 Guidelines for Jalsas

94
 Guidelines for Mu’ allim/ahs
& Code of Conduct
Introduction
Rasulullah (sallallahu alayhi wasallam) is reported to have said, “The best among you is the one who
learns the Qur-aan and teaches it.” Another Hadith of our most Beloved Nabi (sallallahu alayhi wasallam)
declares, “Verily Allah Ta’ala, His angels, the inhabitants of the skies, the inhabitants of the earth,
including the ant in its nest in the ground and the fish in the water, send blessings upon the one who
teaches people Deen.” In the light of these Ahaadith, the elevated position and status of the Mu’allim/ah
who is engaged in imparting Deeni Ta’leem to the children of the Ummah is evident.

Status and position bring along tremendous responsibility especially considering the fact that the
children, their time and the knowledge we possess are all an Amaanah. Therefore a very high level of
sincerity and dedication is necessary in order to discharge one’s responsibility in this world and to be
raised as a successful Mu’allim/ah in the Aakhirah.

Furthermore, since the children in one’s care are still in their formative years, their impressionable minds
will be influenced by the actions and words of their Mu’allim/ah. They already understand that the
Mu’allim/ah is imparting Deen to them. It is most likely that they would emulate the conduct, dressing and
even the views and perceptions of the Mu’allim/ah. Thus it is imperative that the conduct of the Mu’allim/
ah strictly conform to the Qur-aan and Sunnah in all aspects.

While the above encompasses the entire Deen, some specific aspects are highlighted hereunder which
every Mu’allim/ah must abide by:

Attendance
1. Attendance and punctuality are of utmost importance. The time code must be strictly adhered to. The
Mu’allim/ah must be in class at least FIVE MINUTES BEFORE Madrasah commences and leave only
FIVE MINUTES AFTER Madrasah time finishes. The time book must be filled accordingly by inserting
the accurate and not the approximate time of arrival.

2. Medical and other appointments should not be made during Madrasah hours. Madrasah times are for
teaching only.

3. Leave will be granted only when necessary. An Application for Leave Form (RP. 9) must be completed
and forwarded to the supervisor at least 2 days in advance. In the case of any sudden emergency, the
supervisor must be contacted telephonically as early as possible and be informed of one’s intended
absence and the reason thereof.

4. The Mu’allim/ah must endeavour to boost the attendance and punctuality of the children. An effort

95
 must be made to encourage other children in the area who are not attending any Madrasah to join
the class of the Mu’allim/ah.

Punctuality
1. It is the duty of every member of staff to be punctual. It is an impossible task to teach children to be
punctual if teachers themselves are not punctual.

2. Those who teach at state schools are requested to make an extra effort to be punctual so that there
can be no complaints about a lack of supervision of children using the premises.

Discipline
Reprimand those pupils who, out of sheer laziness, do not perform well in the following ways:
 detention after class
 holding their ears and going up and down
 let them stand in the class
When reprimanding a pupil, the aim should be reproach and not anger or frustration. If there is anger,
rather desist from any form of punishment. After a few days show kindness to the pupil. This will prevent
any ill feelings harboured by the pupil

Self preparation
1. The Mu'allim/ah should prepare his/her lessons beforehand.

2. The success or failure of any lesson rests largely on how confident and prepared the teacher is.

3. Every teacher must adhere to the timetable by moving on to the next subject when the allotted time
expires. By not doing so, one can disrupt the entire programme of the Madrasah.

4. All records, viz. the daily prep-book, register, pupils progress sheets, time sheets etc. must be
completed on time. It is the duty of the Mu’allim/ah to seek advice from any colleague or the
supervisor should any difficulty be experienced in completing any required record.

5. The syllabus breakdown is given as a guide to how much must be taught in each month. The Mu’allim/
ah must endeavour to keep up to the said guide. Should there be any need to vary in any way; this
should be put forward to the supervisor.

Workshops (Muzaakarahs)
Workshops are held to assist the teachers in achieving their objectives.

Attendance at workshops are essential. Teachers that cannot present themselves at these workshops
must submit a leave request to the Ta’limi Board office.

96
 Dressing
1. While the Mu’allim/ah is under the jurisdiction of the Ta’limi Board only during Madrasah hours, children
nevertheless observe their teachers even after class hours. Therefore, those who have committed
themselves to become teachers of Deen must teach Deen practically all the time, even after Madrasah
times. Hence the Mu’allim/ah must at all times, even out of Madrasah, adhere to Islamic conduct and
appearance. Any public and open violation of the Shariah, even after Madrasah hours, totally
contradicts any commitment to be a teacher of Deen and defeats the purpose for which one was
employed as a Mu’allim/ah. Thus disciplinary procedures could be instituted for any such public and
open violation, especially aspects pertaining to appearance and conduct.

2. For the purposes of supervision the supervisor may enter the class. This may be for general
administrative supervision or to attend a lesson. During the supervisors presence the Mu’allim/ah must
don the Niqaab. This applies even if she does not generally don the Niqaab. Thus it will be the Mu’allim/
ah’s duty to always have a niqaab on hand.

3. Teachers should also ensure that pupils attend Madrasah in appropriate dress. Boys should be made to
wear kurtas and topees. Girls must wear cloaks and burkaas. Baaligh girls must be made to wear loose
fitting cloaks to conceal their bodies as well as the Shar’ee niqaab.

Litter
1. Pupils should be encouraged to keep the Madrasah clean and tidy.

2. A program should be put in place where each class should have turns in keeping the Madrasah clean
and tidy.

Tarbiyah (Islamic Nurturing)

1. The primary objective of the Mu’allim/ah must be the imparting of Deeni Ta’leem and the Tarbiyah
(Islamic Nurturing) of the children under one’s care – all solely for the Pleasure of Allah Ta’ala.

2. Since Tarbiyah is just as important as Ta’leem, the Mu’allim/ah will always guide pupils in matters of
conduct, dressing, behaviour, etiquette, etc. Ways and means of getting across effectively to the
children must be devised by the Mu’allim/ah, keeping in mind the background, socio-economic
conditions and level of understanding of each child.

3. The Mu’allim/ah should be meticulous in moulding the habits and the speech of the pupils in
accordance to Deen. Whenever a pupil enters the classroom he/she should enter with salaam.

4. The Mu’allim/ah should make use of the appropriate words such as please, Jazakallah etc. to
demonstrate to pupils the proper usage of these words. The Mu’allim/ah should then pay heed to the
pupils speech and remind them of these words in the appropriate circumstances.

5. At no time should the Mu’allim/ah use abusive or vulgar language when addressing the pupils.

6. Little children are drawn to those who display a gentle nature and teach them with love and affection.
Together with love and affection, firmness is required so that children do not get out of hand. However,
at no time is any form of corporal punishment allowed. Should any problem occur which cannot be

97
 handled by the Mu’allim/ah, refer it to the supervisor.

7. It is imperative that the shar’ee rules regarding the intermingling of sexes should be upheld at all
times. Boys and girls should be made to sit separately.

General
1. If there is a dispute regarding the family of a particular pupil, this should not be discussed at all in the
classroom nor should a grudge be held against the pupil.

2. Do not conclude business transactions in the classrooms and neither should the Mu’allim/ah be
asking any pupils to purchase items for them.

3. The time of the children must be used profitably and constructively. If the work for that day has been
completed, the rest of the time should be used for revision. Children should never be allowed to sit
idle just waiting for the time to pass.

4. It is the duty of the Mu’allim/ah to ensure that all children perform the Zuhr and Asr Salaah. If they
have not performed Zuhr Salaah, they should be made to perform the same before class commences.
Asr Salaah must be performed before they leave. There is no excuse for children who are TEN years
and over for not performing their Salaah.

5. Mu’allim/ahs should please ensure that they do not use the cell phone during Madrasah hours.

Declaration
Teachers should dedicate themselves to the service of Allah Ta’ala’s Deen with sincerity and await the
true reward in the hereafter. This is the key to success in both the worlds. The above issues have been
raised in the spirit of naseehah (advice) with the hope of improving the Ummah. May Allah Ta’ala guide
us all. Aameen.

I will try to the best of my ability to abide by

these rules solely for the pleasure of Allah Ta’ala.

Signature : Date:

98
 Conditions of Leave for
Muallim / ahs
1. All official paid leave will coincide with the government school holidays at the end of each term in
accordance to the Ta’limi Board Year Planner.

2. National public holidays will also be regarded as official paid leave.

3. Both the Eids will also be regarded as official paid leave.

4. If leave is required for any other circumstances such as Marriage, Maternity, Haj, Umrah, Jamaat,
Khanqah, etc. other than any of the above official Holidays then the following rules will be applied:

5. A suitable replacement must be provided subject to the approval and authorisation of the Talimi
Board Shurah.

6. The application for leave form must be submitted at least 30 days in advance for their approval.

7. The Talimi Board Shurah will, according to the circumstances of the leave, decide whether the leave
will be paid or unpaid.

8. In the case of attending a funeral, sudden illness or unforeseen circumstances the supervisor and the
Talimi board Office must be contacted telephonically as early as possible and be informed of one’s
intended absence and the reasons thereof. A suitable replacement must be provided, if possible.

9. If the absence is due to illness more than two days, then a doctor’s letter must be produced.

10. If any Muallim/ah intend to terminate their employment at any given time, at least three months
advance notice must be provided so that a suitable replacement can be found.

99
100
 Time Book
Below is a sample page from the Time Book which each teacher is required to fill in daily.

Month: ______________________________ Year: _________

Date Day Time In Time out Comments (if any)

101
Other Administration Forms

102
103
104
Parents Meeting

105
106
107
108
 CLASSROOM RULES
I promise ….
 Never to speak when my Ustaad is speaking.
 To put my hand up if I want to speak.
 To ask my Ustaad before I get up from my place.
 Never to swear.
 Never to tell lies.
 Not to fight with my class mates.
 Not to touch anything that does not belong to me.

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 To always do my best.
 To keep our class clean.
 Never to eat and drink in class.
 To come early to Madrasah with wudhu.
 To bring my kitaabs, books, etc.
 Not to lean against the wall, desk, etc.
 To listen attentively.
 Not to damage Madrasah property.
 Guidelines for Madrasah
Jalsas
1. The purpose and object of a jalsa is to:
 Please Allah Ta’ala
 Motivate the pupils by allowing them to participate and giving them prizes for outstanding
achievements.
 Pass on some message of Deen to the parents and others who will be attending the madrasah
jalsa.
1. Preferably have the jalsa in the third term as having the jalsa in the fourth term affects the preparation of
the final exams. Pupils start focussing more on jalsa items than on the final exams. On the last day of the
fourth term, an in house prize giving jalsa maybe conducted.

2. Jalsas should not resemble school concerts and fashion shows. Don’t be extravagant in preparing for the
jalsa. No money must be spent on stage decor, props, costumes and other wasteful aspects. The jalsa is a
platform to give a message of Deen. By wasting money on these items, a totally wrong message will be
given.

3. Jalsa preparations should not impact on Madrasah times. Jalsa preparations should take place on Friday
afternoons for 15 minutes and children should be called on Saturday mornings to prepare for the jalsa.
Besides these two times, no other madrasah times must be used for jalsa prep.

4. Nazams must not have back ground music and resemble the tunes and lyrics of English and Hindi songs. The
meanings of the naaths should be checked by some learned Aalim that it does not contain any words of
shirk or kufr, etc.

5. Dialogues maybe prepared which have a good message. No plays and dramas to take place in the jalsa.

6. Be very careful about intermingling of sexes. [preferably have a mothers only jalsa]

7. Baaligh boys should not be made to participate in the jalsa. They may participate in a jalsa that is especially
for fathers.

8. Prizes given to pupils should be motivating and educational. Carefully select the prizes for the pupils.

9. Pupils should not be made to go out and collect funds for the jalsas.

NB: The jalsa is not a concert or something to entertain the pupils and parents. A few days
before the jalsa get all the children to also join the asaatiza to make dua that the jalsa
should be a means of hidaayat for all.

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 Pupil
Activity
 Newsletters
 Projects
 Salaah Chart
 Ramadhaan Chart

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 Ramadhaan

The Month of Ramadhaan 15th Night of Sha’baan

Allah’s I blessings and favours are

Al-hamdulillah, once again we witnessing this
showered upon His servants at all times.
mubaarak month of Ramadhaan. It is the month of
However, on certain occasions the mercy,
fasting. Allah I rewards a person abundantly for any
barakah and forgiveness of Allah I are
type of Ibaadah done in this month. Any person who
showered upon us to an even greater
does a fardh action receives the reward of 70 faraaidh
extent. One such occasion is the
at any other time. One who performs a nafil action
‘Fifteenth night of Sha’baan’. It is up to
receives the reward of a fardh action.
us to take advantage of these occasions
and earn the forgiveness of Allah I.

What do we understand from all this? The month of

Ramadhaan is a very great month and a wonderful
It is narrated from Hadhrat Mu’az bin
opportunity for us to earn great rewards and get
Jabal t that Rasulullah r said: “On the
closer to Allah I.
fifteenth night of Sha’baan, Allah I
bestows His special attention on His
entire creation. He then forgives His
Rasulullah r said that the doors of Jannah are opened
entire creation except one who worships
up on the first night of Ramadhaan. Not a single door
idols and one who has hatred for others.
(among the doors of Jannah) is then closed until the
last night of Ramadhaan. For every Salaah performed
during the nights of Ramadhaan, Allāh I records one
In another Hadith Rasulullah r said: “On
and a half thousand good deeds for every Sajdah (of
the fifteenth night of Sha’baan Allah I
that Salaah). Allāh I creates in Jannah a mansion of
descends to the nearest heaven.
red saphire (a precious stone in Jannah) for the fasting
Thereafter it is called out; ‘Is there
person. This mansion will have seven thousand
anyone who seeks forgiveness so that I
entrances. (so huge will be these entrances that, in
may forgive him? Is there anyone who
each entrance there will be located a palace of gold
desires anything so that I may grant his
adorned with red saphire).
wish?’ Allah I then fulfils the requests of
all except one who worships idols and
an adulteress.”
When a Muslim fasts on the first day of Ramadhaan,
Allah I forgives all his sins committed from the first
day of the previous Ramadhaan. Daily (i.e. during Deprived
Ramadhaan) from the time of Fajar salaah until
Despite the great significance of this
sunset, seventy thousand angels make dua for his
night, it is learnt from several Ahaadith
forgiveness. In return for every Sajdah which he (the
that certain people are deprived of the
fasting person) makes of any Salaah, whether during
forgiveness of Allah I on this occasion.
the day or night, he will obtain (such a wonderful)

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 Quiz

Answer all 10 questions cor-

Dear Children rectly and submit your entries.
The first 5 correct entries
Assalaamu alaykum wa Rahmatullahi wa barakaatuhu. drawn will receive R50-00
cash.

I’m sure we can all feel the excitement in the air. There’s just a few
1. Which is the most virtuous
days left for Ramadhaan. Allah Ta’ala loves those who fast. He opens
the doors of Jannah for them. Many children also fast in Ramadhaan.
month in the Islaamic cal-
Will you be fasting this Ramadhaan? I’m sure you will. Allah Ta’ala will
endar?
certainly love you. Encourage your brothers, sisters and everyone else 2. What is the reward for do-
at home to keep all their fasts. Don’t forget to perform your Taraweeh ing a fardh act in the
Salaah every night. Taraaweeh is a special Ibaadah of Ramadhaan, so month of Ramadhaan?
don’t miss it. Try and take out time daily to make dua to Allah Ta’ala.
3. What is the reward for do-
The time before Iftaar is a special time when Allah Ta’ala accepts our
ing a nafl act in this
duas.
month?

4. Name one specific time

Try to engage in as much tilaawah of the Qur-aan daily. Those of us when duas are accepted
who are already in Qur-aan should make at least one Khatam of the everyday in this month.
entire Qur-aan during Ramadhaan.
5. What are the four things
we are encouraged in the
The first 5 correct entries drawn for the quiz were as
Hadith to do in abundance
follows:
during Ramadhaan?

6. What is the name of the

1.
salaah performed after
2.
3.

4. Fasting
5.
is a shield for a
Congratulations to you all. Masha Allah! You all have done Muslim

Theme
This month’s theme is “Ramadhaan”

Do a project on ‘The virtues of the month of Ramadhaan’ All pupils are re uested to also draw up a detailed
program of how they wish to spend their days in this Blessed month of Ramadhaan .

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 DATE

DAY

FAJAR

ZUHR

ASAR

MAGHRIB

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ESHA
Salaah Chart

ZIKR OF 1ST
KALIMAH

DUROOD SHAREEF

YASEEN /
TABAARAK

LEARNT AT HOME
Month: _________________

SIG. OF PARENT
 What must I do in the
Holidays?
Dear Children

Assalaamu alaykum wa rahmatullahi wa barakaatuhu

5 weeks of Holiday! I’m sure everyone is really sad that madrasah will be closing for soooo long. What
will we all do for 5 weeks? We are going to get really bored. But here’s some good news for all of us. On
the reverse of this form is a detailed program for us to follow during the holiday. If we follow this
program properly, we can change our holidays into holy days. Insha Allah, all our time will be spent
fruitfully without getting into any trouble or being a nuisance to our parents. Of course we can then
spend the rest of our time playing.

On the reverse of this form is a little guideline for us to follow daily.

1. Perform our five times daily salaah.

2. Recite some portion of the Qur-aan Shareef daily.

3. Do some revision of your surahs and duas so that you don’t forget your lessons when you get
back.

4. Recite 100 times zikr of laa ilaaha illallah, istighfaar and durood shareef.

5. Recite 1 Hadith everyday from your Hadith and Akhlaaq kitaab.

6. Make dua for yourself, your parents, your brothers and sisters and for the whole ummat of
Rasulullah (sallallahu alayhi wasallam).

A pious saint from Madinah Shareef advised all of us here in South Africa to read the following duas daily
especially during the time of fitnah. By reading these duas, one will be protected from the evils in this
world and in the aakhirah.

َّ َ َ َ َ َ ًَ َ َ َ ْ َ ًَ َ َ َْ‫ق‬ َ ِ ‫َر َّر َا َت‬

ِ ‫ار‬ َ‫ا‬ ‫اب‬ َ ‫ع‬ ‫ا‬ ِ ‫و‬ ‫ة‬ ‫س‬ ‫ن‬ ِ ‫ة‬‫ر‬ ِ ‫ا‬ ‫خ‬
ِ ‫و‬ ‫ة‬ ‫س‬ ‫ن‬ ‫ا‬ ِ‫ا‬ ‫ِف‬
ِ ‫ا‬ 

َّ َ ُ ْ ُ ْ ِ َ َ َ ْ ُ َ ْ َ َّ َ َ
O Allah bless us with good in this world and the next and save us from the punishment of the fire

َ ْ ‫الظالِم‬ ‫بحا ك ا ِِِن ك مِن‬ ‫ا ِٰل ا ِ ان‬

ِ 

There is no god besides you (O Allah) who is pure. Verily I am among the sinners

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 2019

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Ramadhaan Colour-in Chart

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